The omet

The New sletter of K. International School Tokyo
Volume 28 | Issue 1 | September 2024

In this issue...
02...Message from the Board President

10...Why Study Visual Arts?

03...IB Diploma Results—July 2024

12...Lost and Found

04…Welcome to New Staff

13...Why Do We Love Teaching I&S?

06...K3 Understanding Numbers

14...Science Lab Safety

06...Starting the Year in Grade 1

15...Secondary Student Care

07...Seven Questions to Ask Your Child

22...University Acceptances and Offers

From the Head of School

Dates to Remember

Welcome to a new academic year!
Dear Parents, Students, and Members of the KIST Community,
As we begin another exciting academic year at K. International School Tokyo, I
want to extend a warm welcome to all of you. Whether you are returning to ourschool or joining us for the first time, we are thrilled to have you as part of ourlearning community.
At KIST, our mission is to provide academically motivated children from various
cultural and social backgrounds with a high-quality education in a safe andsupportive environment. We are committed to developing competent,
academic individuals who not only excel in their studies but also demonstratehigh moral character, making meaningful contributions to our global
community.
This year, we are setting ambitious goals to further elevate the educational
experience at our school. One of our primary objectives is to raise the level ofEnglish language skills across all grade levels. As English is our language of
instruction, it permeates all subjects—from Mathematics to History to the
Sciences—and is foundational to our students’ academic development. Strong
communication skills in English are essential for our students to thrive in a
global society, and we are dedicated to providing the necessary support andresources to achieve this.
In addition to academic excellence, we remain focused on nurturing individuals
with high moral character. We understand that the foundation of a strong moral
compass is built through the combined efforts of both school and home.
Therefore, we value and rely on your continued support in reinforcing theseprinciples with your children.
As we move ahead, we look forward to working together to make this year a
successful and enriching experience for all. Your involvement and collaboration
are important in helping us achieve our goals and ensuring that every student
at KIST reaches their full potential.
Thank you for being an essential part of our community. Let’s
make this school year one filled with growth, achievement, andhappy memories!
Warm regards,
Kevin Yoshihara Ed.D.
Head of School/Elementary School Principal
KIST Learning for Life KIST Learning for Life KIST Learning for Life

September 2024
16 School day
16 (K3) Semester 1 LEAP classes
begin this week
23 School holiday
24-25 School photographs
24 PYP information session(*Morning)
27 (G5) Day camp
30-Oct 1 (G9) Camp

October 2024
5 SAT@KIST
9 (G10) PSAT tests
11 Last day of quarter 1
14 School day
14 Parent information sessions
16 (K1-G11) Student health checks
18 Quarter 1 progress reports issued
19 Explanation Day (for prospective
parents)
19 2025-2026 admissions
applications open
21-23 (G11) Camp (*Rescheduled)
26 KPASS X-Country (B/G) / HSVolleyball (B/G) tournaments
26-Nov 3 Autumn vacation

November 2024
2 KPASS MS Soccer (B) &Volleyball (G) tournaments
4 School resumes for all students
4 (W) Quarter 1 PTS conferences(No classes)

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Message from the Board PresidentL

ast December, construction of our long-awaited main building was completed, and on June 15, we
invited the KIST community, including current students, alumni and their families, to a commemorative
event, which was attended by over 3,000 people who enjoyed the day. Thank you to everyone who
assisted in the organization and running of the event and to those who volunteered their time to help out on
the day.
With the completion of the new building, our facilities have been enhanced, and this enabled us to
introduce an enrichment program during the last school year with lessons run by external instructors.
Initially, activities included ballet, golf, K-pop and coding, with additional activities for cheerleading and 3D
printing commencing from this school year. I am so pleased to see that our extracurricular offerings havebeen enhanced through this program.
I am also pleased to report that this year’s DP final examinations in May 2024 showed excellent results,
with a KIST average of 41.5 points out of a maximum score of 45 (global average 30.3), with 82% of
students scoring 40 points or above, which qualifies them for Cambridge and Oxford, and all students
scoring a perfect 7 in Mathematics, as in the previous year. Congratulations to all of our 2024 graduates!
Thank you also to their teachers for their contributions and to their parents for their support in helping theirchildren to succeed.
The core of the school’s mission is “to provide academically motivated children with a high-quality
education in order to develop competent, academic individuals with high moral character.” Furthermore,
the core of the school’s vision is “for all learners demonstrate excellence in academics and compassion forothers.” In order to achieve KIST's mission and vision at an even higher level, the Board has made it a goal
for this school year to “further strengthen English language skills for DP success.”
KIST’s expectations for the annual English diagnostic tests, administered from G1 and above, are set quite
high in order to achieve success in the DP, but in the previous school year in the Elementary School,
approximately 70% of students in the “Reading” component and 77% of students in the “English Skills”
component achieved “Just Meeting Expectations” or above. In order to further improve English skills andbring the percentage of students achieving “Just Meeting Expectations” or higher closer to 100%, from thisschool year, we have begun offering a new support system outside of the classroom in addition to ourregular in-class support.
Another goal for this school year is to “improve the educational environment by enhancing moral
character.” The Elementary School has adopted a ladder system that helps keep track of individual
students’ inappropriate behaviors (i.e. behavior that interferes with other students’ learning, use of bad
language, violent behavior and the like) and identifies the methods for dealing with these depending on thenumber of times they occur.
In the Secondary School, more and more students are following school rules such as the dress code andthe code of conduct. This school year, we will further improve the moral character of students byreinforcing the acquisition of basic manners that will be necessary after graduation, such as greetingpeople and saying thank you.
The cooperation of families is essential in improving moral character. We ask that all
parents/guardians reinforce good morals at home, and also that you model high moral
standards for your children to observe.
Takako Komaki
Board President/Associate Head of School

Financial report

The settlement of accounts for the period from April 2023 to March 2024 has been auditedby the two school auditors, and has been approved by the Board of Directors and reported to
the Board of Trustees. (As Japanese private school law does not allow adjustments to theaccounting period, the settlement period runs from April to the end of March, which isdifferent from our actual school year). If you would like to view the school’s financial
statements, please contact Mrs. Komatsu or Mr. Maeda in the office to make an
appointment. Please note that in accordance with legal stipulations, only current students
and their parents, and school staff are eligible to view these documents.

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IB Diploma Results—July 2024
This year, the IB’s grade awarding system returned
to its pre-pandemic model for the second year. This
meant that for the May 2024 examination session,
students completed all assessment components foreach subject. Despite returning to the full DP model,
KIST continued to perform exceptionally well, with a
Diploma average score of 41.5, well above theglobal average of 30.3 points, and an increase by
0.4 points from last year’s school average.
The difference between this year’s KIST DP averageand the global average was 11.2 points, setting a
new record as the greatest in KIST’s history! In
addition, as a Mathematician and Mathematics
teacher myself, I feel entitled to share with you thatall students have attained a 7 in their respective DP
Mathematics courses for two consecutive years.
Well done!
Of particular note for the Class of 2024:
•
•
•
•
•
•
•

Summary of Diploma results from the past five examination sessions

38 of the 39 students (97%) were enrolled in the full Diploma, in comparison with the global average of 63%.
38 of the 38 students (100%) enrolled in the full Diploma at KIST attained the IB Diploma, in comparison withthe global average of 80%.
The average score for KIST students attaining the IB Diploma was 41.5 points, 11.2 points above the IB
Diploma global average of 30.3 points.
2 students (5%) attained a perfect score of 45 points.
31 students (82%) attained 40 points or above, for which 11% achieve globally.
21 KIST students attaining the IB DP (55%) attained scores of 42 points or above, qualifying them to beconsidered for the KIST “Learning for Life” University Support Scholarships.
54% of students attaining the IB Diploma enrolled at KIST prior to Grade 6. These statistics reflect well on thequality of learning in our elementary and secondary school programs.
The table on the left shows how KIST’s course
averages (calculated for students who attained
the IB Diploma) compared against the IB global
averages for each course.
• 100% of courses offered at KIST had results
above the IB global averages.
• 96% of courses offered at KIST (with green andblue shading) had results more than 0.5 points
above the IB global averages.
• 81% of courses offered at KIST (with blue
shading) had results more than 1 point above
the IB global averages.
Please refer to the “Statistical Bulletin” at the link
below for further information on the IB Diploma
results and statistics.
b
Web

https://www.ibo.org/about-the-ib/factsand-figures/statistical-bulletins/diplomaprogramme-statistical-bulletin/

Congratulations to the Class of 2024 for achieving
exceptional IB Diploma results, and best wishes
for continued success as youcommence your university
adventures.

*Subjects studied through Pamoja Education

Hiro Komaki
Secondary School Vice Principal/
DP Coordinator34

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Welcome to New Staff
We would like to introduce you to our new staff for 2024ꟷ25. Pleasejoin us in welcoming them to KIST!

Teachers

Instructional Support Staff

Olivia Boote
Secondary
EnglishSherry Huang
Secondary Business/
Economics/I&S

Giacomo Harper
Secondary
EnglishSalam Diagne
Learning Support
Instructor (K3B)

Hay-lyn Dukiling
Learning Support
Instructor (K2B)

Michael Flores
School Laboratory
Technician

Debra Heal
Learning Support
Instructor (G4A)

Seobin Kwon
Learning Support
Instructor (G2A)

Mia Machholm
Secondary Science
Teacher-Trainee

Sophia Valencia
Learning Support
Instructor (K2A)

Office Updates
Student attendance notifications

We would like to remind all families of the method for
informing the school when your child will be absent orlate, or when leaving early.
Student attendance is coordinated through the school
office. Notifications for absence, late arrival and early
departure should be sent by e-mail to:

info@kist.ed.jp
Please note the following points:• Notifications must be made by parents/guardians
only from your official KIST Office 365 parent email account. Messages received from personal e-mail addresses are not accepted.
• Notifications received from students themselves
or from student e-mail addresses are notaccepted.
• Notifications for absence and late arrival must be
received before the start of the school day.
• Notifications should include your child’s full,
official name (not nickname or other preferredname) written in English as well as their grade
and class.

Deadline for daily bus changes

As we receive numerous requests each day fromfamilies to change their child’s afternoon bus
schedule, we issue revisions to the bus rolls on a daily
basis in order for our bus drivers and support staff toensure that all students scheduled to use the buses
are on board as expected. Due to the number of suchchanges, preparation of the revised rolls takes time.
For this reason, we ask for the cooperation of all
families of children using the afternoon bus service in
notifying us of any on-the-day changes by e-mail to
info@kist.ed.jp by 12:00 p.m. at the latest.

Thank you for your cooperation in following the above
procedures.

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Early Childhood News
Welcome to all the new families who have joined
KIST this year, and welcome back to all the
returning families. It has been a few weeks since
we started the new school year and amazingly, thechildren have been adjusting smoothly to their newclassroom environments, and we have rarely heard
any crying from the kindergarten classrooms. I
anticipate an enjoyable year together!
ECE playgroundAs our ECE playground is situated at the back of thebuilding, not many people may have noticed, but weare currently in the process of renovating theplayground. The large play equipment that we enjoyedusing previously came all the way from Australia, andalthough it had a long history of being adored by thechildren, as it had noticeably aged, for safety reasons,
we have decided to replace it.

K1A

Last year, each classroom teacher asked the children
about their dream playground, and they came up withunique ideas and thoughts. The children also drew
those images and shared them with Dr. Yoshihara!
To make the period of time that the children cannot
access the playground as short as possible,
construction will be carried out in two stages. For the
first stage, the playground will be flattened and opened
up for all the children to run around, or have a picnic
and the like (projected for completion in late
September). Although the second stage of construction
will not be completed until the next summer vacation,
we can’t wait to see our newly designed playground at
the beginning of the next school year.

K1B

K2A

K1–K3 assembly
We are planning to celebrate the completion of our first
four weeks of school on Monday, September 16, whichcoincides with National Dot Day (September 15).
Please send your child to school in any dotty clothes on
Monday the 16th, so that we can all celebrate this firstmilestone of the 2024–25 school year together.
Throughout this school year, we also plan to publish
more articles from each grade in The Comet so thatyou can get to know what is happening in each grade
and how our Kindy children are learning in theirclassrooms!
Last, but not least, I would like to express my sincere
gratitude to all those who contributed and supported
our face painting, slime making, Shrinky dinks andbamboo craft activities at the KIST Community Festival
last June. The event was a great success and would
not have been the same without all your support. Thankyou!
Let’s have a fantastic year, everyone!
Eri Ozawa
Early Childhood Coordinator (K1–K3)/
K2A Teacher

K2B

K3A

K3B

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K3 Understanding Numbers
A fun project
Before delving into addition andsubtraction, what a great way torefresh the K3 students’ memories
by counting beads using
handmade mice! Inspired by
White Rose Education, the K3
students read Mouse Count by
Ellen Stoll Walsh, and then spenttime making cute little micebodies. Each mouse waslaminated, and then a tail was
attached. The students threaded
beads on pipe cleaner tails to help
them count up and back.
Throughout the year, the K3s will
return to the mice to help them
towards number mastery. We will
use the mice to deepen theirunderstanding of number facts, aswell as addition and subtraction.

K3B

Aya McDonoughAcademic Support
Teacher (K3A)

K3A

Starting the Year in Grade 1
Our first week of first grade was full of
excitement and smooth transitions! The
students quickly bonded through engaging
ice-breaking games such as Hot Potato,
Heads Up Seven Up, Find Someone Who...
Bingo, and more. We also spent a lot oftime establishing daily routines.
Students learning about one anotherduring Find Someone Who… Bingo(G1A above; G1B left).

At the end of the week, both G1 classes
created a set of Class Essential
Agreements that will guide us throughout
the school year, fostering a positive andcollaborative atmosphere.
We’re off to a great start and look forward to
the exciting journey ahead!
Christie Chung and Derek Rogers
G1A Teachers

Students exploring the concept of
personal space (G1A).

G1A essential agreementsV o l u me 2 8 | I s s u e 1 | S e p t e m b e r 2 0 2 4“ T h e Co m et ”

Seven Questions to Ask Your Child After School
If you were to take a quick view at the news every day, it would remind you that, as human beings, weare often drawn towards the negative things that occur every day. It can sometimes be difficult toreframe our personal circumstances in a positive light.
Children can experience the same difficulty when speaking about their day at school. One negative interaction canreframe how they see their entire day. Rather than it being a day filled with play and learning, one disagreementwith a friend might be the most prominent memory.
To help our children maintain a positive outlook on their school experience, we want to offer families somealternatives to ‘How was your day?’ All these questions offer families a way of supporting their child to articulate
more complex and healthy reflections on their time at school.
How were you brave today?
This reinforces the idea that risk taking in school—whether it was setting a firm personal boundary or trying adifficult question—is a positive character trait.
What was the hardest rule to follow today?
Rules are hard to follow! By asking them to reflect on this question, it may also give you a better sense of what
difficulties your child may be having at school without asking directly.
Who or what made you smile/happy today?
When did you feel proud or good about yourself today?
How did you help somebody today?
All these questions focus on recall of positive emotions and memories. They help to foster a sense that yourchild accomplished something today! These tie nicely into the school values of developing self-confidence andstrong morals.
What are you excited to do at school tomorrow?
This question helps build anticipation and excitement for the next day of school.
What mistake did you make today that taught you something?
One of the key traits of becoming more mature is being able to learn from mistakes. This is hard for a young
child. The younger our students are able to learn that making mistakes is part of the process of improving, thequicker, we believe, they can develop a sense of moral character and begin to understand how to be positive
members of the school community.
These suggested questions encourage reflection, highlight positive experiences, and open up
conversations about learning, social interactions, and personal growth. They go beyond the typical‘How was your day?’ to spark more meaningful dialogue.
Matthew Archer
Elementary School Vice Principal

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KIPS NewsKIPS has started the new school year with achange of status as a non-registered childcare
facility. Originally established as a daycare
facility for the benefit of our teaching staff with very young
children, this year, we are also accepting applications from thegeneral public only for the P2 class for 2-year-olds. Within thetime constraints of morning care until 12:00, short-term care, as
well as standard care, our lessons are designed to provide all
children with an opportunity to learn, both indoors andoutdoors.
We believe that developing children’s social skills and sensitivities through play and structured lessons in a groupsetting during their infancy, as well as cultivating a spirit of inquiry, will lay the foundation for their future.
Just imagine what it will be like a year from now! Through mutual cooperation between KIPS staff and parents, thechildren will have grown significantly through their exposure to a wide variety of learning opportunities.
If you have any questions or concerns, please feel free to contact us at any time. We are very
pleased to have the opportunity to spend this irreplaceable time with your children at KIPS as theygrow, and look forward to working with you during the year.
Yukiko Jones
KIPS Office Coordinator
Another school year has begun. With the new school year comes
new faces, new beginnings, and new learning opportunities for all
students, and even parents and teachers.
We were very excited to welcome the new P2 students to KIPS.
We have been looking forward to having them in class, especiallyafter learning so much about them during the parent/teacher
interviews. We have prepared many exciting activities in ourlessons so that the children will always look forward to going to
KIPS daily.
For this year, the KIPS staff who will ensure that the learning
experiences of students are memorable ones are as follows:• The teachers for P0/P1 are Ms. Hitomi and Ms. Minami who
is also the KIPS nurse. They will oversee the safety andlearning of the youngest ones at KIPS.
• For P2, Ms. Cielo (from P1 last year) joins Ms. Anna and Mr.
Sohta in giving memorable learning experiences to our P2s.
They will ensure that all lessons and activities are not only
fun but also developmentally appropriate for our students.

P0/P1 students and staff

Learning is a joyful process at any age. But for preschool
children, the only way that they will experience joyful learning iswhen they are in an environment where they are warmly
accepted, supported, and valued. This is the kind of environmentthat our preschoolers will find at KIPS.
P2 students and staff
We, at KIPS, are dedicated to fostering curiosity, creativity, and alove of learning in children through songs, chants, play, and explorations. Our activities focus on building anddeveloping essential skills, encouraging problem-solving, and promoting social interaction. However, despite all this,we still need the support of parents at home. We encourage our KIPS parents to spend more time with their children
and to follow up on their children’s development at home so that they can share in their children’s growth,milestones, and discoveries. Then by the end of the school year, we will celebrate the children’s
progress together.

We look forward to an amazing school year ahead!
Anna Sophia Valencia
KIPS English Teacher

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9LSP News
Welcome to LSP
Who is the new LSP Coordinator?

Welcome back to the 2024–25 school year! My name is
Hannah Cowie, and as of August 2024, I am excited toserve as the new LSP Coordinator. It has been
wonderful to meet the new faces in our school and toreconnect with familiar ones. I hope all new students to
the Lower Secondary School have felt welcomed into
our vibrant school community.
The start of a new school year is always an exciting
time, full of fresh beginnings and opportunities. Our
school offers a wealth of extracurricular activities in
sports and service, providing students with numerous

ways to get involved and enrich theirschool experience. We encourage
students to make the most of what our new building has
to offer, including rooms for music, art, and our LibraryMedia Centre (LMC). We are thrilled for the year ahead
and the many opportunities it holds.
As your new LSP Coordinator, I would like to sharesome significant changes to our LSP course in thisissue of The Comet. I would also like to offer some tips
for creating a positive routine to foster a productive
learning environment.

Homework schedule for LSP

Some key points of the homework
schedule
The homework schedule is designed tohelp students organize their time. Students
are encouraged to complete thehomework the day that it has been set;for example, if I&S homework is set on
Mondays, students should complete it on
Monday even if the due date is Wednesday.

Example of a homework schedule

It is also important to note that even though subjects like Art, Computing, Music, and PE may not appear in thetimetable, this does not mean that these subjects will not assign homework. Students should be
prepared for the possibility of homework in these areas as well.
Check Schoology regularly for homework instructions, resources and deadlines. This is forboth students and parents.

The new AO4 assessment—let’s get organised!

There is a new AO4 assessment that will evaluate students’ notebook organization.
Being organizedwith your notes
is key toacademic
success. It
reduces stressduring revision,
helps you stay
on top of yourwork, andallows you to be
proud of thequality andeffort you put
into yourstudies. Good
organization
leads to better
understanding,efficient study
habits, and astronger senseof achievement.
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Creating a positive learning environment

Tips for students and parents.
• Create a routine:
Establish and stick to a consistent study schedule
in a distraction-free environment.
• Stay involved:
Regularly check in on academic progress andmaintain open communication with teachers.
• Encourage independence:
Develop strong organisational skills, such as using
planners, to manage time effectively.
• Balanced life:
Make time for physical activity, hobbies, andeffective time management to support overall wellbeing.
• Foster communication:
Keep open lines of communication, celebrateachievements together, and model positive
behaviours.
• Healthy sleep:
Prioritise a regular, healthy sleep pattern tosupport learning and well-being.
• Support self-management:
Practise self-discipline by avoiding distractions, likemobile phones, during study time.
• Check Schoology:
Regularly review Schoology for updates onhomework, resources, and assessment deadlines.

•••

Meet deadlines:
Stay on top of academic deadlines to ensure alltasks are completed on time.
Balance activities:
Maintain a healthy balance between academic
responsibilities and extracurricular activities.
Encourage reading:
Foster a love for reading by creating anenvironment where reading for pleasure is valued.

Loving learning comes from the joy of discovery andthe satisfaction of mastering new skills. Learning is acraft; one we need to actively practice by setting goodroutines. Embracing this process keeps our minds
sharp, helps us grow, and empowers us to achieve ourgoals. We are here to support our learners every stepof the way.
Please do not hesitate to e-mail teachers if you need
any assistance or have any questions. My office islocated on the 4th floor opposite the multipurposeroom.
We look forward to a fantastic year ahead.
Hannah Cowie
LSP Coordinator

Why Study Visual Arts?
People are not creative in the abstract; they are creative in something: in mathematics, inengineering, in writing, in music, in business, in whatever.”—Sir Ken Robinson
While on the face of it, Visual Arts may seem divorced from other disciplines that students study at KIST, however,at its core, visual art marries problem solving with creativity; two skills that contribute to high achievement acrossall subjects.
In the visual art classroom, creativity and problem-solving takes the form of evaluating materials and methods tobest express a feeling, mood, or message. This process involves trial and error, developing knowledge of various
methodologies and reflection to improve practice. As such, visual arts students become particularly adept problem
solvers. Moreover, students who excel in visual art invariably transfer these skills to other core subjects.
As evident from our yearly DP exhibition and Kistory magazines, visual art is valued within the KIST community,
however, it is also obvious that for many among us that the links between visual arts
and achievement in core subjects are less clearly defined. To provide this insight,
coordinators from mathematics, science and English share their perspectives on how
visual arts directly impact skills taught in, or understandings of, their own subject.
Jade Bonus and Inyoung Cho
Secondary Visual Arts Teachers

English—Miss Duncan

Within English, what we do at DP is teach students how to read an image like they are used toreading the written word. This means learning that artists make specific choices just like writers do toachieve particular effects, but with different tools. Ultimately, the similarity is that both written literatureand visual arts are intended to create some kind of response or prompt the reader to think/feel acertain way, and a lot of the language we use can be similar. Students can pause and ‘read’ an image
in the same detail that they can ‘read’ in English class!
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Mathematics—Mrs. Sakuma

It is often difficult to find connections between mathematics and other subjects, especially the arts,
however, there are some key areas where visual arts skills directly support those required to achieve
in mathematics.
• Spatial reasoning: Art involves visualizing objects and spaces, which can enhance a student’s
ability to understand geometric concepts in mathematics. This includes visualizing shapes, understanding
symmetry, and comprehending transformations like rotations and reflections.
• Pattern recognition: Creating and analyzing patterns is a fundamental aspect of both art and mathematics. In
art, students learn to recognize and create repeating patterns, which helps them identify and understandpatterns, sequences, and algebraic concepts.
• Proportions and ratios: When drawing or painting, artists must consider proportions to create accurate
representations. This directly translates to understanding ratios, fractions, and proportions in mathematics.
• Drawing and sketching skills: Art classes often teach students how to draw and sketch in a way thathighlights key features, an essential skill for creating diagrams and graphs in mathematics. Whether sketchinggeometric figures, drawing curves on a graph, or illustrating complex mathematical concepts, the ability to draw
and sketch well allows students to include specific details that convey the general idea effectively.
• Abstract thinking: Art encourages students to think abstractly, which is an essential skill in higher-level
mathematics. Understanding abstract concepts, such as those in algebra and calculus, can be made easier
when students are accustomed to abstract thinking through art.

Science—Mr. Cely

I’m always amazed by the profound relationship between art
and science, and among all the examples there are out there,
Richard Feynman’s famous ‘Ode to a Flower’ is the one I
always think about the most. Feynman beautifully captured
how a scientist can appreciate a flower’s beauty on multiple
levels. From a biological perspective, a flower is a marvel of evolutionary
design, a complex structure that has developed over millions of years to
attract pollinators and ensure the survival of its species. The vibrant colors,
intricate patterns, and delicate petals aren’t just aesthetically pleasing; they
are the result of a sophisticated interplay of genetics and natural selection.
From a physics standpoint, a flower is an example of structural elegance,with the way petals are arranged following mathematical principles like theFibonacci sequence. This arrangement not only maximizes exposure to
sunlight but also creates a pleasing spiral pattern that draws our eyes in.
The way a flower absorbs and reflects light can also be explored throughoptics, revealing how it appears so vibrant and dynamic in different lighting
conditions. Through this lens, we see that the delicate elegance of a flower
is not just a visual pleasure but a testament to the incredible complexityand harmony of the natural world.
Here is Feynman’s version of “Ode to a flower.”
APA (7th ed.) Citation
Robinson, K. (2001). Out of our minds: Learning to be creative. Capstone; John Wiley.

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IGCSE News
Welcome back to all our G10 students and a warm
welcome to our new G9 class as they begin theirjourney into the IGCSE. The IGCSE curriculum offers
an exciting opportunity for students to further develop
their skills and knowledge in a range of subjects,
setting the foundation for a year of growth andlearning. In this article, I am delighted to share some
important updates with you.
Firstly, we extend our congratulations to our current
G11 students for completing their IGCSE exams at theend of the previous school year. On August 22, thestudents came together to receive their provisional
results, celebrating their accomplishments andencouraging one another. Congratulations again to ourG11s and look for more detailed updates about our
results in the next issue of The Comet.
Secondly, G9 and G10 students are now allowed tobring a supplementary device to take digital notes.
Students may continue to take notes with pen andpaper; however, they may take digital notes using a 2in-1 device (such as a Microsoft Surface) or a
supplementary device (such as an iPad). Using astylus to take digital notes will continue to help ourstudents improve their handwriting as well as betterorganize their notes. Students will be using Microsoft
OneNote to take notes, so teachers will be able to view
their progress.
Thirdly, G9 and G10 classes will utilize the 1–7 grade
scale in assessments and reports. Previously, G9 and
G10 used the 1–9 grade scale as indicators forassessments and reports, as it matched the IGCSE
grading system. While helpful for the IGCSE, it may
have been challenging for parents and students tofollow as results for G6 to G8 and G11 to G12 use the
1–7 grade scale. Additionally, focusing on the 1–7
scale is beneficial as our university transcripts andgrade
progression
requirements
use the 1–7
grade scale.
The 1–9 grade
scale will still
be listed on thereport cards,
as well as the
G10 Quarter 3
report, which
will record themock exam
results.

Ms. Kemble-Clarkson celebrates with
Tomoyoshi (G11A).

Fourthly, teachers will now be adding homework
notifications in Schoology. Previously, Schoology
grade level calendars only recorded upcoming
assessments. From this year, teachers will be placing
homework notifications on their class calendars, soparents and students can view both assessments andhomework in one calendar view. Further, during a
recent advisory session, I showed G9 and G10
students how to set up their Microsoft “To-Do” task
system. By inputting their homework and identifying
key revision tasks for upcoming assessments, G9s
and G10s will be able to organize their learning andachieve improved academic success.
Finally, as we begin this new academic year, we lookforward to a time of growth, learning, and memories.
Thank you for your continued supportand involvement.
Keith Erickson
IGCSE Coordinator

Lost and Found
General lost and found items such as uniform items, stationery, notebooks and folders
are stored under the stairwell on the first floor of the Main Building. Students who havelost particular items are required to take responsibility for searching for these bychecking the display themselves. If necessary, staff will assist younger students.
Parents/guardians are also encouraged to check the display when visiting the school.
Valuables such as watches, wallets and mobile phones are kept at the main office.
Items are cleared annually or more regularly if space is limited. Any items not claimed will be disposed of, donatedto a charity or sold at the school festival, KISTival.
Families can assist in helping to return lost items to their rightful owners by ensuring that children’s
names are written clearly on all clothing and personal belongings with a permanent marker in English.
Please check these occasionally in case names need to be rewritten. In particular, please make sure that items
that may be confused (such as backpacks, winter coats, shoes, drink bottles etc.) are clearly marked with thestudent’s name or have something attached so that they will be easily recognized.

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Why Do We Love Teaching I&S?
Mr. Gombya (IBDP Economics)

I love teaching IBDP Economics because it reveals how Economics permeates every aspect of life,
beyond just demand, supply, and equilibrium. Students are often surprised to see Economics ineveryday activities, from their commute to school to social interactions.
I enjoy sparking curiosity by asking questions like, “Are you happy?” and connecting these personal reflections
to economic concepts such as wellbeing. These discussions help students understand why people in lessmaterially wealthy countries can still experience high levels of contentment and productivity, highlighting thedeeper, human aspects of Economics.

Mr. Erickson (History)

People and connections—these are two reasons I enjoy teaching History. I am fascinated by thestories of people we learn about as well as considering how history has affected the places we live.
In DP History, I recently shared my interest of the Wright Brothers and the connection they have withmy hometown, and throughout the year, DP students will present a favorite person or event with theclass to share their enjoyment of history.

Miss Aika (Geography)

I love teaching geography because it allows me to explore its diverse landscapes, cultures, andinterconnected systems. Geography helps students develop a wider perspective, understanding
how local actions can have significant global impacts. By learning about different places andenvironments, students gain a greater appreciation for the world’s complexity, fostering a sense of
global citizenship. Teaching geography empowers students to become more informed, empathetic, and proactivein addressing global challenges, and it motivates me to instigate students’ curiosity further.

Miss Holdaway (LSP I&S)

My favourite part of teaching LSP is how varied it is. We have the most flexibility in planning ourunits and assessments and we get to teach a variety of subjects over the course of the year.
Our LSP students often get the chance to go on excursions outside of school, but also sometimes
inside of school! Orienteering around our school building has been a regular one for our G6s. Students also get
the chance to do lots of active learning like role-play, making models, and even playing (unit-related) tabletop
games.

Miss Sherry (IBDP Business)

I love teaching IBDP Business Management because it allows me to see the world through mystudents' eyes, watching them connect theory with real-world situations. There’s something
incredibly fulfilling about guiding them as they explore how businesses shape society and, in turn,
how they can shape the world. Each class is a journey where we dive into case studies, debates,and problem-solving, sparking curiosity and critical thinking. It’s not just about imparting knowledge; it’s about
inspiring the next generation of leaders and innovators, and that’s what makes it all worthwhile for me.

Mr. Beaton (IGCSE Business & Economics)

My favourite part of teaching IGCSE Economics is how easy it is to link content covered in class tocurrent events. As a teacher, the ability to point to major headlines and link them with economic
concepts from class helps to demonstrate to students the broad applicability of the subject and its
importance to everyday life.
Students in economics often say, ‘Why isn’t this something that is taught to everyone?’ As teacher, it issatisfying to hear students express sentiments like this because it illustrates how important they find the subject.
It is always enjoyable to begin a new topic by reading the news and finding exciting stories that students candissect in class.

13

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Science Lab Safety
Together for safe and exciting science adventures!
Lab safety is not just a set of rules—it is a crucial part ofthe learning experience. Adhering to safety guidelines
helps prevent accidents and injuries, creating a secureenvironment where students can explore, experiment,
and discover with confidence in our new science labs.
Understanding and following safety protocols alsoteaches our students the importance of being
responsible and conscientious, not just in the lab, but inall aspects of their lives.
With this in mind, we recently asked for the cooperationof Secondary families and students in signing a sciencelab safety contract to ensure awareness of the rules
and protocols within our science labs. All the scienceteachers would like to extend a heartfelt thank you to all
the parents and students who signed the contracts.
Your commitment to ensuring the safety and well-beingof our students in the science labs is greatly

appreciated. By signing these contracts, you havetaken an important step in promoting a culture ofsafety and responsibility.
Thank you again for your support in fostering a safeand productive learning environment. We lovescience, and teaching science is fun and rewardingfor us. We are excited to see our students dive intoexperiments, make new personal discoveries, anddevelop a lifelong love for learning—all while staying
safe and having fun! Here’s to a fantastic year of
exploration and discovery in the lab!
Cesar Cely
Subject Area Coordinator—Science(Secondary)“ T h e Co m et ”

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15

Secondary Student Care
Before we even begin to consider how we might best
support our young people during the 2024–25
academic year, I would like to take this opportunity toformally (re-)introduce myself to you all—the KIST
Secondary community—in my new role at KIST: I am
Ms. Donald-Godfrey and I have the privilege of being
the Secondary Student Care Coordinator thisacademic year. Whilst I am certain that you have fondmemories of your interactions with Mr.
Archer (who was my predecessor in thisrole), I am pleased to share that he has
migrated to the Elementary building in
his exciting, new position as Elementary School Vice
Principal. I am looking forward to working with you all toprovide the very best outcomes for our young people’ssocial, emotional and physical wellbeing.

Routine as a means of achieving equilibrium
When the hazy days of summer are drawing to an end, the momentous
thought of the structure, order and routines that lie ahead can be a
stressful barrier for many children: it can be easy to become
overwhelmed and simply flounder. Yet, one specific word dominates
my mind as an instigator of the balanced life that we wish for them toattain, and that word is ‘routine’.
What are the benefits of good routines?
•
•
•
•
•
•

They help to create a sense of stability and predictability, mitigating possible anxiety and stress surrounding
the unknown.
They allow us to effectively time-manage. It can be tricky for your child to try to juggle various items ofhomework, revision, extra-curricular activities and leisure pursuits in a healthy fashion without this structure.
They promote healthy habits such as sleeping and eating times, which contribute to our overall physicalwellbeing.
They foster responsibility and independence: when we have to make decisions within a specific framework, it
encourages ownership of our responsibilities.
They can strengthen familial bonds, communications and relationships.
All of the benefits above ultimately will lead to happier individuals and, in turn, greater academic success, too.

Here are my top-tips on how to forge great, balanced routines this year at home:
1. Start early
Whenever possible, strive to set up routines a few weeks before the commencement of the school year to let
your child adjust to daily patterns.
2. Listen to your child
Arrange a regular time to sit with your child and listen to what it is that they need to be successful and any
concerns that they may have. Collaborate with them to create the routine, including wake-up times, study cycles
and bedtime to increase their engagement and sense of responsibility.
3. Consistency
Maintain consistency with the agreed daily activities to create stability.
4. Implement a visual schedule
A calendar, diary or chart may make it easier for your child to follow.
5. Communicate clear expectations
Set guidelines for rewards, and consequences (if needed.)
6. Be flexible
Be ready to adjust the routine to accommodate any unforeseen circumstances or moments of difficulty.
7. Model good habits
Demonstrate effective habits and routines in your own life to highlight their value and provide a positive rolemodel for your child.
And so, as staff and students establish and settle into new routines here at KIST,
I hope that your families easily establish and effortlessly settle into your routines
at home, too. Together, with these careful routines in place, we can establish thestructure, peace and equilibrium required for our common interest: your healthy
and happy child.
Karen Donald-Godfrey
Student Care Coordinator (Secondary)16

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Library News
Elementary Library
We hope you all are excited for the start of a brand-new
school year! The school library team is thrilled towelcome you all back to a year filled with exciting
literary adventures, learning, and growth.

Discover new books in our library

Our library shelves are stocked with exciting new
arrivals that are sure to capture your imaginations. Fromgripping mysteries to heartwarming tales of friendship,
there’s something for everyone to enjoy.

cousins, or friends, you’re not just sharing stories;
you’re creating bonds and memories that will last alifetime. Recommending books to each other, sharing
your favorite passages, or even reading aloud together
can strengthen your relationships and foster a love forreading as a shared experience.

Kindergarten story time

When the Kindergarten classes visited the library
recently, we read together the storybooks Dreamers by
Yuyi Morales and On Account of the Gum by Adam
Rex. All students from K1 to G5 have a library lesson
once a week during which they read together andborrow books to read at home.

Fiction and non-fiction

Students are learning about the difference between
fiction and non-fiction. Ask your children to show you
their favorite fiction and non-fiction books! You may
search for these in our Destiny Online Catalog!

Create lifelong connections

Reading also has the remarkable ability to bring people
together. When you discuss books with your siblings,

Reading is a magical adventure waiting to unfold. By
diving into books, you’ll embark on journeys ofknowledge, imagination, and self-discovery. So, let
your curiosity guide you as you explore new worlds,
make friends with unforgettable characters, and learn
valuable lessons along the way. Embrace the joy ofreading every day, and let it shape your lives in themost extraordinary ways.

Enhance your language andcommunication skills

Reading is a fantastic way to improve your language
and communication skills. It exposes you to different
writing styles, expands your vocabulary, and helps you
develop a deeper understanding of grammar andsentence structure. The more you read, the more you’ll
be able to express yourselves eloquently, both inwriting and in conversations with others.
Happy reading
Rizza Juan
Elementary Library Supervisor

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17

Athletics Updatewith the young team being ayear older for this comingyear.

2024 Fall season news

Welcome back KIST students and families!
Fall season is in session, and similar to thepast few years, we have a lot of students
participating and eager to play games.
The teams below are preparing for games, matches
and races:• X-Country—all MS and HS. We again have 50
students on the team though we will only be taking
30–32 to races as the coaches have incorporated
weekly time challenges this year. We have many
great coaches supporting the team. HS Headcoach → Ms. Cobbs, MS Head Coach → Mr.
Owen• MS boys’ soccer—25 boys. Head coach → Mr.
Beaton, Assistant coach → Mr. Harper• MS girls’ volleyball—30+ girls. Head coach →Mr. Buck, Assistant coach → Ms. Rose
• JV/Varsity boys’ and girls’ volleyball—16–18
students each. Head coach → Mr. Ota• Varsity girls’ tennis—9 students. Supporting
coaches → Mr. Cowe, Miss Cowie, Mr. Ota

2024 Spring season recap

ISTAA U-18 & U-14 futsal tournaments
were held at the end of the school year
(Spring 2024).
• The U-18 girls went out in style with a solid season
followed up by a fantastic team effort in thetournament which saw them beat LFIT in the final
2–1 on penalties to take home their first trophy inover 10 years. Champions!!

2024 MS boys’ futsal•

Our U-14 girls had a particularly good season but adisappointing tournament in which they finished3rd. They were leading BST (the eventual winners)
late and allowed a goal to finish 3–3 and then lostto DSTY 1–0 after beating them in the league 5–0
a week earlier.

2024 MS girls’ futsal

Please check the Schoology KIST Athletics page →Groups → Resources to see competition dates, times,
locations, results, and other information.

2024 U-18 girls’ futsal champions••

The U-18 boys were optimistic, breezing throughthe season with solid win after solid win but again,
slipped up in the tournament where they did notadvance to the final as they had the year previous.
Our U-14 boys struggled much of the season
missing key players for numerous games andplaying with only one G8 on the team (young
squad). The struggles continued in the tournament
where they fought hard but eventually finished 7thout of 9 teams. Their future prospects look goodThank you to all the coaches, administrators,
management, and parents for all your support for KIST
Athletics. We are looking to continue on the successof the past two seasons. In 2023–24, the students
again showed their competitive spirit (below).
- The ISTAA U-18 boys’ volleyball champions- The Kanto MS girls’ volleyball tournament 3rd place- The ISTAA U-18 girls’ basketball champions- The ISTAA U-18 girls’ futsal champions
Dennis Ota
Athletics Coordinator

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Staff 10!
In this month’s Staff 10!, we arepleased to present Anita Prashar
who joined us in August 2023 as ateacher in the Elementary School. This year, she is
the homeroom teacher for Grade 3A and has also
been appointed Elementary Mathematics
Coordinator.
1) Tell us something interesting about yourhometown.
When it comes to my hometown, London has so muchto offer—from its iconic landmarks to its diverse
culture. One of the most fascinating things about
London is its blend of old and new, where historicbuildings stand side by side with modern skyscrapers.
The city's endless energy and creativity are something
I’ve always found inspiring.

V ol u me 28 | I s s ue 1 | S ept em b er 20 24

9) Is there anything you are trying to learn/improveabout yourself at the moment?
At the moment, I’m working on improving myendurance in running. I’m pushing myself to run longer
distances and really enjoying the mental and physicalchallenge it brings.
10) Do you have any special message for yourfans?
If I could share one message with everyone, it would
be this: always be yourself. Embrace your uniqueness,and don’t be afraid to show the world who you reallyare.

2) What is your favorite place in the world?
My favorite place in the world is Barcelona. The city’s
vibrant streets, stunning architecture by Gaudí, andlively beach atmosphere make it a place I’d visit time
and time again.
3) Who would you like to meet if you had thechance and why?
If I had the chance to meet anyone in the world, itwould be the Dalai Lama. His wisdom, peacefulpresence, and message of compassion are things I
deeply admire and would love to learn more about inperson.

Ms. Prashar in front of the Potala Palace in Tibet with her brother.

4) Do you have any special skills or talents?
One unique talent I have is that I can play the violin.
Music has always been a passion of mine, and it’s askill I’ve worked on for years.
5) Please share a little-known fact about yourself.
While some people might not know much about me,
there is one thing that everyone close to me knows—
I’m absolutely obsessed with spicy food! Whether it’s afiery curry or some extra hot sauce, I’m always up forthe challenge.
6) What is your most prized possession?
Among my most prized possessions is a lotus
necklace that was gifted to me by my brother. It’s notjust a piece of jewelry; it holds deep sentimental value
and reminds me of our bond.
7) Which IB learner profile attribute do you mostclosely identify with and why?
I identify most closely with the caring attribute. I
believe in the importance of empathy andunderstanding, both towards others and ourselves.
8) If you could live your life again, would you doanything differently?
If I could live my life again, I might choose acompletely different path and become a monk, living asimple life in the Himalayas. There’s something deeply
appealing about finding peace in solitude and nature.

English reservation page: Click here
Japanese reservation page: Click hereV o l u me 2 8 | I s s u e 1 | S e p t e m b e r 2 0 2 4“ T h e Co m et ”

19

Nurse’s Notes
Staying comfortable in autumn
Many people continue to feel fatigued in autumn after the long, hot summer, but why dothey continue to feel this way even during the cooler season? The climate changes from hot
and humid in summer to dry and cool in autumn, and our bodies try to maintain a healthybalance; however, some people find it difficult to adapt to these seasonal changes becauseof the very large differences in daily temperatures.
Using air conditioners has become more essential in preventing heat stroke in summer, and the resulting
temperature difference between the cool indoors and the very hot outdoors is so great that the body's temperature
regulation does not work properly and the autonomic nervous system can easily become disrupted. Furthermore,
too much cold food intake during summer puts a strain on the internal organs, which slows down metabolism andimmunity, making symptoms such as autumn fatigue more likely to appear. Let’s reset the body’s fatigue andrestore it to its original healthy state.

Symptoms of autumn fatigue:
•
•
•
•
•
•
•
•
•
•

Getting tired easily
Lethargy
Lack of appetite
Upset stomach
Stiff shoulders
HeadacheDifficulty waking up in the morning (not feeling refreshed)Difficulty in falling asleep and troubled sleep
Lack of motivation
Catching a cold frequently

How to prevent autumn fatigue:

Eating seasonal ingredients actively: Seasonal ingredients are more nutritious with rich aroma and flavour
compare to other seasons.
• Eggplant, taro, pumpkin, lotus root, potato.
• Autumn fruits such as pears, chestnuts, persimmons and grapes.
• Carrots and turnips: help regulate the gastrointestinal tract and digestion.
• Mushrooms: contain a lot of dietary fibre and are effective in regulating the intestinal environment. They also
contain B vitamins, which help relieve fatigue.
• Sweet potatoes: are rich in dietary fibre, and contain vitamin C.
Bathing: If you usually take a shower in summer, try instead to take a lukewarm bath (38–40°C) in autumn, two to
three hours before going to bed as this can help regulate the autonomic nervous system and provide a relaxing
effect.
Moderate exercise: Light exercise can help relieve stress, balance the autonomic nervous system and improve
the quality of sleep.
Hydration: Although we try to stay hydrated in summer, it’s easy to forget to do so in the cool autumn months. In
autumn, it is better to avoid excessive consumption of cold drinks; room temperature or warm drinks are gentler on
the gastrointestinal tract.
Measures against cold temperatures: Choose clothing that is easy to regulate body temperature and prepare
for the heat of the day and coolness of the night; for example, prepare short sleeves and a jacket that is easy to
put on and take off. Wearing lightweight long-sleeved pyjamas may also help to regulate body temperature in bed
at night.
Autumn is often described as a season for good eating, exercise, reading, art and travel, so I hopeeveryone will be able to enjoy the season without the worry of autumn fatigue.
Yukiko Yamazaki
School Nurse
Reference:
Weather news: Five points to prevent ‘autumn fatigue’. (2023, September 17). Retrieved from https://weathernews.jp/s/topics/202309/160095/

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University Guidance NewsTV, and through our friends and communities canbe overwhelming. While concerns about currency
rates, war and violence, immigration changes, andfuture career chances are real, we cannot possibly
predict what curveballs the world may through at
us. This is not a time to hedge our bets too muchas the quality of applications decreases with every
additional application. If there unfortunately wasanother global disaster or pandemic,
considerations of taking a gap year and/or
deferring received offers would be a more sensible
option than applying to a dozen locations acrossthe globe. Apply smartly with the best
information we have in hand now, whileremaining flexible in case of unexpectedchanges.

2023–24 KIST university highlights

To open similarly to last year, the offers for the Class
of 2023–24 have been exceptional. We may have had
too many applications made to be honest! (more aboutthat later).
• 76 total offers received from Top 50 Universities(QS Rankings 2025)• 39 total offers from Top 25: Cambridge (4),Imperial (2), NUS (1), UCL (6), UC Berkeley (2),Cornell (1), Melbourne (1), Toronto (13),Edinburgh (9)• KIST’s first student to enroll in Brown University• Top Tokyo institutions had 17 offers between
Tokyo, Keio and Waseda universities• 94% of students who applied were accepted/
enrolled in their 1st choice• Students this year received offers across 15
unique countries• The United States was the most popular
destination with 13 matriculations

3.

Future goals?
Making more efficient applications

As the chart below shows, this year had a record
number of applications. While a slight increase in theacceptance rate may seem positive, in reality, thenumber should be less than 50%. A number above
50% indicates either students may not be pushingthemselves for enough competitive universities and/or
applying to too many safety schools. The simple metricthat shows too many safety applications seems to beonce a cohort averages more than 10 applications perstudent, which the Class of 2024 did with 11.7 (andrising since a few students are taking a gap year).

How can we apply more efficiently?
1.

More frequent family conversations about
university applications
Family conversations will help students
understand their options and they can betalked through together. For example, if a
student mentions they plan to apply to five different
countries, it seems like they and their family have
not had enough conversations to help narrow
down their main target(s). Likewise, if scholarships
are necessary and the student’s first choice is alocation that does not offer much in the way offinancial assistance (such as the UK), that leads toa difficult application season and awkward
conversation after unaffordable offers start rollingin.

2.

Reduce anxiety by applying smartly
The world outside of KIST can seem quite
terrifying. The media that surrounds us online, on

School assisted applications (with new policy)
From this year, KIST is providing a more detailed
policy relating to applications to help guide families
more effectively; the specifics of which havealready been provided to students in Grade 12 andtouched on in previous issues of The Comet.
Further details will be posted on SharePoint when
finalized. In summary, we are aiming to keep
our application numbers reasonable while also
not providing a policy that feels restrictive innature. Our most successful students in the past
five years had applications that already perfectly fit
within these new guidelines, while students that
may have struggled a bit to get into their dreamschools often were found to have attempted 20 ormore university applications during Grade 12.

Our newest goals for 2024–25 to increase
success!
1.

Networking, networking, networking
This is the exact recommendation that was listed in
The Comet last year. It remains unchanged;
however, we are providing more suggestions bywhich to do so than ever before.

2.

Greater Tokyo University Fair
By the time this issue is printed, the fair will beover. If your child is in Grade 9–12, they would
have participated and have had the chance tomeet with 100+ different universities from over adozen different countries. We even had students
and counselors visiting from high schools in Tokyo,
Saitama, Kanagawa, Nagoya, Gunma, Nagano,
Chiba, Ibaraki and Iwate! We are proud that KIST
can host such an international event and think it’s
great for students to gain inspiration not only fromthe visiting universities, but also their peers acrossJapan. Students who have projects,
extracurricular events, research, etc. that are
not only limited to KIST but can extend acrossthe country will seem more impressive touniversities when it comes to the time to apply.
So, be brave and meet new people!
Continued on next page

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21

Continued from previous page

3. KIST’s visits
As usual, I tried tospread news of ourschool and build on
relationships acrossthe world. This year,
the annual
International
Association of College
Admissions
Counselors (IACAC)
Conference was heldin London, Ontario, Canada. I met with hundredsof universities and international school
representatives. Every year our school seems tobecome more well known. My first visit torepresent KIST at this conference was fairly quiet.
Within just five years, due to the efforts of ourstudents and faculty, my booth setup wasoften met with a very long line!

Views from Notre Dame University

I was also able to visit four universities over thecourse of a week and see them all in great detail.
It’s nice to visit places that our students are going
and/or hoping to attend in the future. This year I
was able to visit Western University, Notre
Dame, Purdue, and Indiana UniversityBloomington. They all had unique points that
may be attractive to different students. Notre
Dame had amazing show pieces such as theirscience labs and basilica. Purdue’s engineering
department is named after Neil Armstrong andhad faculty just as impressive. Western University
and Indiana Bloomington both had expansive
campuses that were a pleasure to walk aroundand offer some of the best business programs intheir respective countries. Whether you are in
Japan during summer holidays or overseas,
university visits can both be a great way to
get inspired and educate about opportunities
that you may not have realized existed. Many
schools offer daily tours, so it’s a good idea tocheck on their website, e-mail, or call them to findthe best times to visit!

4. Recommendations• G9 and older students/families interested inuniversities in North America should make ashort list of 5–10 that are at the top of theirlist.
• Then, search on that university’s website/via
Google to find a contact/request information/
brochure link to add the student’s details,
including e-mail address, name, school, etc.
• If the school has indicated they will make atrip to Japan or they will do a virtualpresentation, try to visit their event orpresentation at least once before G12
applications begin.
• If there are opportunities for questions, makesure the questions are smart. Asking for datathat is available online such as an expected
SAT score is not smart. Make it personal!
• When it comes time to make applications,these universities will note that it is not thefirst time they have had contact with you, andthat is how you show “demonstrated interest”.
As always, for any questions or further clarification
about any of the above or anything else, pleasecontact me or stop by the office!

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)22

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University Acceptances and Offers
Class of 2024
( )=Multiple number of students accepted | []=Scholarship offered | [#]=Matriculation confirmed
Italicized offers indicate students from previous graduating classes
As of September 1, 2024 (students still applying!)
Australia
University of Melbourne [#1]

Canada
McGill University (2)McMaster University
Queen’s University
Simon Fraser University
University of British Columbia (7)University of Toronto (13) [#1]
University of Waterloo
Western University [#1]
York University

China (Mainland)
Duke Kunshan University

GrenadaSt. George’s University (Medicine)

Hungary
University of Pecs (Medicine)Hong Kong
The Chinese University of Hong Kong [#1]
The University of Hong Kong

Ireland
Trinity College Dublin (Medicine) [#1]

Japan
International Christian University [#1]
Keio University Mita (3) [#1]
Kyushu University
Sophia University (2) [#1]
University of Tokyo (5) [#2]
Waseda University (9) [#1]

Korea
Korea University
Yonsei University [#1]

Malta
Queen Mary University of London, Malta (Medicine)

Netherlands
Erasmus University Rotterdam (2)Leiden University (3)University of Amsterdam (4) [#1]Utrecht University (4) [#1]

Singapore
Nanyang Technological Institute (4)National University of Singapore (1)Singapore Management University (3) [#1]

United Kingdom
Durham University
Imperial College London (2) [#1]
King’s College London (9)Lancaster University
London School of Economics and Political Science
Queen Mary University of London
UCL (6) [#1]
University of Bath (4)University of Bristol (5)University of Cambridge (4) [#3]
University of Edinburgh (9) [#1]
University of Exeter (2)University of Leeds (2)University of Manchester (12) [#1]
University of Manchester (Medicine) [#1]
University of Nottingham (2)University of Sheffield
University of Southampton (3)University of Warwick (5) [#2]

United States of America
Arizona State University (3) [#1]
Boston University
Brown University [#1]
California College of the Arts
California Polytechnic State University, Pomona
Carnegie Mellon University [#1]
Cornell University
Dartmouth University
Georgetown University
Georgia Institute of Technology (2) [#1]
Grinnell College [#1]
Iowa State University
Loyola Marymount University
Massachusetts College of Pharmacy and Health Sciences
Michigan State University
New York University
Northeastern University (2)The Ohio State University (2)Oregon State University [#1]
Pennsylvania State University, University Park (3)Pratt Institute
Purdue University (8) [#4]
Reed College
Rensselaer Polytechnic InstituteRochester Institute of Technology [#1]
Rose-Hulman Institute of Technology
Rutgers University—Camden
Rutgers University—New Brunswick (2)Santa Clara University
Savannah College of Art and Design
Stony Brook University
Texas A&M University (2)University of California, Berkeley
University of California, Davis (4)University of California, Irvine (2)University of California, Los Angeles (3)University of California, Merced
University of California, Riverside
University of California, San Diego (7) [#1]
University of California, Santa Barbara (3)University of Colorado Boulder
University of Florida [#1]
University of Georgia
University of Illinois at Urbana Champaign (3) [#1]
University of Michigan Ann Arbor (2)University of Minnesota Twin Cities
University of New Haven
University of Portland
University of Southern California (1) [#1]
The University of Texas at Austin
University of Washington (6)Vanderbilt University
Virginia Commonwealth University
Virginia Polytechnic Institute and State University (2)Wesleyan University