The omet

The New sletter of K. International School Tokyo
Volume 26 | Issue 3 | March 2023

In this issue...
02...New Building Construction Update

11...Effective Study Habits in the IGCSE

02...Mask Guidelines at KIST

12...G11 Economics Student Reflections

04...Elementary Coffee Morning12...Japan Cancer Society

05...ESRC Update

13...Turning Success into Failure

06...PYP Exhibition 2023

14...Debate Club

08...KIPS News

17...I&S Department Snapshot

From the Head of School

Dates to Remember

Student behavior out in public

In recent months, we have received various concerns fromthose outside our school community regarding KIST
students. These concerns have come from train passengers, public bus
passengers, and customers in local shops. In some of these cases, it has beenreported to us that the students involved were accompanied by a parent. Manyof the concerns involve the following behaviors:
On public transportation:• Running in the train
station• Speaking loudly• Eating• Sitting in the priority
seating

In local shops:• Congregating infront of stores• Crowding aisles• Monopolizing theseating area

KIST students are highly recognizable due to our school uniform. When
students demonstrate inappropriate behaviors, it reflects poorly on our schoolcommunity, and can be damaging to the school reputation. Our goal is toensure all students know and understand the KIST behavior expectations while
travelling to and from school. These expectations are based on cultural normsof our host country, Japan.
According to the KIST Progression Criteria, to be considered for program
progression, students must demonstrate that they are able to make decisions
that are consistently respectful, responsible, and safe for themselves andothers. This includes while travelling to and from school. There is also the
expectation that parents demonstrate a commitment to the school’s mission,
vision, guiding beliefs, and policies.
It is not possible for us to monitor every student as they travel to and fromschool; however, it is possible for each family to ensure that their children
understand and are able to follow the expected cultural norms here in Japan.
All students not under the direct supervision of their own parent/guardian are
expected to return home directly after leaving the school campus. We would
like to ask for both student and parent support in ensuring ourstudents demonstrate appropriate behavior while out in thecommunity. Further clarification can be found in the KIST
Student Code of Conduct.
Kevin Yoshihara Ed.D.
Head of School/Elementary School Principal
KIST Learning for Life KIST Learning for Life KIST Learning for Life

March 2023
11 SAT@KIST
17 (S) Quarter 3 reports issued
21 School day
21 (S) Q3 Parent/Teacher/Student
interviews (*Afternoon)
21 Student-led conferences
21 (G8) IGCSE options session
25-Apr 2 Spring vacation

April 2023
3 School resumes for all students
3-21 (G1-G5) English/Mathematics
diagnostic testing
3-11 (G10) IGCSE mockexaminations
11 School photographs (for new andabsent students)
12 (G9) PSAT
14 (K1/K2/K3) Cross country(*Morning)
14-28 (G1-G5) Writing diagnostic
testing
17-21 (G5) G6 Extended foundation
math 1st test
18-19 School musical20 (K1/K2/K3) Kindergarten concert
rehearsals
21 (K1/K2/K3) Kindergarten concert(@Fukagawa) (*Morning)
21 (G12) Last day of classes
24-28 (G12) DP study week
28-May 19 (G12) DP examinations
29-May 7 Golden Week vacation

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New Building Construction Update
Since the beginning of this school year, we have been able to hold most of our events inperson, such as parent/teacher/student conferences, coffee mornings, and various otherparent sessions. As a result, we have been pleased to see an increase in the number ofparents visiting the campus again. We are sure that many of you have been able to view the construction work
firsthand at least once on one of these occasions.
Construction of the new school building is progressing steadily, and safety continues to be our top priority.
Currently, construction is about a week behind schedule, but it does not appear that this will affect the projectedcompletion date at the end of October. Concrete work on the walls of the first floor and the floor area of the second
floor will begin in mid-March, and construction of the upper floors will follow in turn approximately each month
thereafter. There is nothing but anticipation as the building continues to rise higher and higher. If you have any
questions about the construction, please feel free to contact the school office.

View of construction at the end of January 2023

View of construction at the end of February 2023

As announced in E-Communications No. 162 that was sent to all families on January 23, we are currently
accepting monetary donations that will be put towards the cost of construction of the new school building. We
would like to take this opportunity to express our deepest gratitude to all those who have contributed so far.
Donations will continue to be accepted, so families considering making a donation are welcome to do so at any
time.
In addition to monetary donations, you may also wish to support us by contributing to the purchase of equipmentthat will be necessary for the new school building and will be used for many years to come (e.g. basketball goals
for the gym, fume hoods for the science labs, and book shelves for the library). Please contact the school office if
you are interested in making these kinds of donations.

Mask Guidelines at KIST
As you may have read in various Japanese news outlets recently, the government
relaxed its COVID-19 mask guidelines from March 13. This means that on the way
to and from school, students and their families now need to make their own
judgements about wearing masks.
MEXT is preparing to issue guidelines for masks at school on April 1, and it still recommends that students wear
masks in schools when it is difficult to keep a safe distance from others indoors. As such, we have made thedecision to follow the Ministry of Education’s guidelines, and will continue to have staff, students, and visitors wear
masks while on campus.
During PE, outdoor activities and sport team activities, we continue to ask individuals to make their own judgements
about wearing masks.
We expect to receive updated guidance from the Ministry of Education after April 1, and will review our school(indoor) mask policy once received.

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Early Childhood News
Hello KIST Families! I hope this issue of The Cometfinds you all well. We are in March and spring is justaround the corner. This spring is a bit special, as weare starting to slowly but steadily lift COVID
regulations.
In January, for the first time in three years, we had acoffee morning in the LMC about guided reading, and I
was able to see so many parents in person. I felt like it
was almost like having a class reunion.
Last week, I was very happy to see some parents
around our school in the G1 classrooms who wereinvited to be at their child’s summative assessment
task Author’s Publishing Party event. Our current G1
students had half on-campus lessons combined withlong online distance learning classes when they werein K1, and I still remember that time well.
Next month, we are going to have our Kindergarten
Spring Concert! As our last concert on the stage with alive audience was three years ago, this will be the first
concert ever where all our current kindergarten children
will stand on the stage in front of a big audience. The
children have been practicing hard with Ms. Niña,
though we are quite nervous about taking them up on
the stage. I hope all goes well on the day of theconcert.
In this issue, I wanted to address a question that I
could not answer during the coffee morning event. The
question was: ‘I do not know what book to read to mychild, so how can I choose a book?’
I wanted to give you a list of my favorite books for you
to think about when you purchase or read any books toyour child/ren.
As you can easily imagine, there are many wonderfulauthors around the world, from the world-famouschildren’s book author Eric Carl, who has Japaneseeditions for many of his books, to the famous Japanese
author Taro Gomi, who has English editions for many ofhis books.
From America and Canada, there is Robert Munsch,whose books are funny, and children love listening tothem. From Canada, many of you may have heard ofRaffi, who has written lots of songbooks such as Baby
Beluga, Five Little Ducks and many more! From New
Zealand, there is Joy Cowely who wrote the cute Mrs.
Wishy-Washy series. From Australia, we have Mem
Fox and Pamela Allen, whose books from Australia
have lots of their unique animals in them!
From England, we have Julia Donaldson, known for her
rhyming stories. We also have Nick Sharratt, who does
both writing and illustrating. I love his stories andillustrations!
There is also the late Steve Jenkins—who passed
away late last year—who wanted to get kids excitedabout science. His books are amazing and give
answers to those who are naturally curious about
things.

For Japan, I will mention Kako Satoshi here, but as you
can imagine there are many more.
Spring vacation is coming up soon, so please enjoy
reading some books (any language is fine) to yourchild/ren while having a picnic, on the train, or as a
bedtime story.
Here are also some useful sites for learning aboutphonics:• Decodable Readers Australia:
https://draonline.com.au• ABC Reading Eggs (Australia):
https://readingeggs.com.au/• Letters and Sounds (UK):https://letters-and-sounds.com/amp/
Happy reading!
Eri Ozawa
Early Childhood Coordinator (K1–K3)/
K2A Teacher3

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Elementary Coffee Morning
Shared reading in the home
On January 26, the elementary school hosted a
coffee morning focusing on shared reading in the homethat was attended by around 50 parents. Last school
year, we conducted a survey with K1–G3 families tofind out more about shared reading habits at home andwe made some interesting discoveries. In K1–K2, mostfamilies (39.6%) read with their children every day;however, this number decreased as the children got
older, with 39.6% of K3–G1 families, and 66.7% of G2–
G3 reporting that they read 1–2 times per week.

A result that was consistent across all ages groups was
the length of these sessions at 10–20 mins (60.5% in
K1–K2, 43% in K3–G1, and 44.4% in G2–G3), which
was interesting as this is the same length of time that
we recommend for in-class guided reading sessions.

We also found that many families used similar reading
strategies to those that we use in class such as asking
comprehension questions, discussing the pictures,
discussing vocabulary, and making predictions,although results did differ depending on the age of thechild.
A final stand-out result was that, while over 40% of ourfamilies felt that their level of English was less than
fluent, 71.7% reported that they read to their child in
English. 85% of families also reported that they read inlanguages other than English which shows that manyof our students are reading in multiple languages.

Research has shown that reading skills aretransferable across languages, so we decided to host acoffee morning to encourage families to read with theirchildren in the language they are most comfortable inand to also try to incorporate some of these simple
strategies.
Three of our experienced staff members demonstrated
a shared reading session using the same text (TheVery Hungry Caterpillar by Eric Carle)—Ms. Eri inJapanese, Ms. Wang in Mandarin, and Ms. Christie in
English—and then followed up with Q&A sessions.
These sessions were excellent, and it was wonderful tosee parents joining in and having fun. We also received
some valuable feedback with some suggestions of how
to help parents access quality children’s
literature which we will try to act on soon.

The main take-away from this session was that readingwith your child regularly (but not necessarily every
night) is extremely important, not only for raising theirreading level, but also for building a love of books andreading. While you may feel it is important to read in
English, we encourage you to read in other languages
too, particularly in the language you feel most
comfortable in. And, most importantly, try some sharedreading strategies like asking simple questions,discussing the pictures and new vocabulary, andmaking predictions. Building these strategies at homedoes not just make the experience more interesting, it
will help your child transfer them to the classroom,
improving their overall reading ability.
Look out for future coffee mornings at
KIST as we’d love to see you there.
Oliver Sullivan
PYP Coordinator“ T h e Co m et ”

V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3

Elementary ELS
The challenges of role-playing
Most likely at various times during the year, your child has comehome excited about a role-play activity from class that day. Roleplaying is used at KIST as both a learning and assessment tool inmany of our transdisciplinary units as well as in other lessons suchas math and community circle. For example, Grade 3 recently roleplayed characters from ancient civilizations; Grade 4 role-played
different forms of government; Grade 5 role-played different conflict
resolutions, and so on. In math, role-play is also used for practicing
using money, among other things.
Language learning and content knowledge get practiced
simultaneously and very intensely during role-playing, both during
the preparation and enactment, making it not only one of the mostfun, but also one of the most demanding of learning activities.
Having at least two teaching staff in each classroom allows theextra attention that students need when they are preparing,practicing and carrying out a role-play, guiding them to understandboth the concepts and facts on the one hand, and the language
needed on the other.

G4A’s King Scott and Courtiers (L>R: Mototaka,
Takuto, Sreevaishnavi, Kitty, Niko, Elaine, Devdeep,
Ryoma), photographed by the Royal Photographer
during their unit on forms of government.

Please enjoy these photos from role-plays we have had in different
classes recently at KIST!
Rachel Parkinson
Elementary ELS Coordinator/ELS Instructor (G3A)
rachel.parkinson@kist.ed.jp
G3B students (Daniel, Lia, Sara and Yaojia) prepare
for role-playing ancient Romans.

ESRC Update
Semester 1 was full of fun! The
ESRC hosted free dress days, acandy cane drive, and a whole
week of winter wonder fun. We
started the semester with Dot
Day to celebrate our capacity forcreativity. We dressed insamurai blue to support theJapan national team in the World
Cup. We had a spooky autumn
costume day and a cozy wintersweater day. During WinterWonder Week, we decorated thefoyer and wore bells on our
shoes to spread joy. We
watched holiday movies andsnacked on popcorn. Our goalsof having fun and building
community were surely met!
Fun was the theme of semester
1, but semester 2 is aboutcaring. We started with a
Valentine's Day free dress day tocelebrate our friendships andcommunity love. The grade 5
students held their first in-person
exhibition in 3 years! To support
the anxious and excited grade 5,
the ESRC members wrote notesof encouragement
and attachedthem to a ricecracker snack.
The ESRC is happy to announce
that we were able to donate
49,747 yen to the Red Cross ofJapan from our candy cane sales.
To increase the impact of ourdonations we have decided topick one charity per semester todonate to. The ESRC is proud toannounce that for semester 2, ourdonations will be going to UNICEF
to fund their support andprotection of migrant anddisplaced children. The ESRC iscurrently deciding how to spend
the money raised so far for the
ESRC. Will we get bean bags forthe classrooms? Games forrecess!? A school garden!?? A
school pet!?! A popcorn
machine!?!?! Let your ESRC representative
know what you want so we can make it
happen!
Ms Emily and Ms Fern

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PYP Exhibition 2023
The Exhibition is regarded as the culmination of an IB student’s education in the PYP. It also
encompasses a host of ideas and concepts that the students bring to the table. Every year, I am
amazed by the sophistication and eloquence that our fifth graders demonstrate in their work as
they search for ways to make a positive mark on this planet with all its faults and foibles.
I have included excerpts from four groups to help elaborate the point further. The excerpts define the groups’
justifications for highlighting, and intentions for acting on, these important topics. These four are just the tip of theiceberg of the topics that were covered this year in the Exhibition presentations. If you haven’t had the pleasure ofvisiting the Exhibition presentations in the past, I urge you to mark it on your calendar for next year. I promise thatyou won’t be disappointed.
Every year, students from elementary school head out into the world with a mission. That mission
isn’t trite and insignificant, but rather important and essential to the future not only of our physicalenvironment, but also for the global community and its dreams of a fulfilling, peaceful existence.
Strive on Grade 5. Great things lie ahead for you and us all, through your endeavors.
Clay Bradley
Elementary School Vice Principal

Krishiv (G5B) | Exhibition topic: “Inequalities in social media”

Cyberbullying is a big problem in the world. According to Deborah Quinn (2023), cyberbullying is sharing negative,
harmful, or false content about another person. This is a big issue that must be fixed to stop cyberbullying andmake the world a safer place. Our group is doing everything we can to help address and stop this issue.
Cyberbullying affects mental health in a detrimental way. According to Stuti Mehta (2021), 41% of people who
were cyberbullied had developed social anxiety and 37% of them even developed depression, while 26% even thought aboutcommitting suicide. It is evident that cyberbullying affects people’s mental health a lot so we should reduce it to 0%.
Furthermore, cyberbullying affects your mental health a lot, so our group wants to make a change. Instagram is the place wheremost people get cyberbullied. According to Christo Petrov (2023), Instagram takes the first position as the platform where
cyberbullying is mostly occurring.42% of cyberbullying comes from Instagram. Over a billion people use it so there are manycases of cyberbullying. This explains that just because of an app people are getting cyberbullied. Instagram is leading to people
getting cyberbullied. Therefore, it is necessary to take action to stop people from getting cyberbullied on apps.

Rury (G5B) | Exhibition topic: “Natural disasters”

Natural disasters such as tsunamis, earthquakes, mudslides, and many more are caused by climate change.
There are many factors which contribute to making our world unsustainable. According to the United Nations,(n.d.), coal, oil and gas handle the causation of climate change which causes natural disasters. Additionally,
experts claim that this cause affects people in the world. This also means that more deaths are caused because ofthis issue. Therefore, the reasons causing climate change are coal, oil and gas. We can solve this issue by notusing these materials.
Climate change is harming human society. It is very unsustainable for people to live on earth. There are many factors that
contribute to climate change affecting people. According to the United Nations, (n.d.), injuries, loss of economy, loss of property,
less food supply and loss of species and their habitats affect human beings. In addition, if we decrease pollution, increase
recycling projects, and use green energy. If we do not follow these instructions, this can lead to people starving to death (loss offood supply). Therefore, experts are certain that climate change is harming human and animal societies.
According to the United Nations, (United Nations, n.d.), early warning systems can alert people and save them from danger.
Furthermore, early warning systems can help communities prepare for hazardous climate-related events. Because of this,having early warning systems can help people from danger and it can save many lives. Therefore, scientists and experts haveclaimed that having an early warning system can save many lives from the dangers.

Akiko (G5B) | Exhibition topic: “Access to clean water”

Not everyone can access clean water. According to Our World in Data, in 2017, 1.2 billion people died because of
unsafe water. (Ritchie, H. & Roser, M. 2019) This shows that unsafe water can kill many people. In countries
where they cannot access safe water will die by drinking unsafe water or lack of water. Therefore, we need tohave everybody to have access to clean water.
The country with the worst drinking water is Ethiopia. Lifewater International explains that in Ethiopia, 60% of the population
doesn’t have enough basic access to drinking water. (Kahn, C. 2020) More than half of the population in Ethiopia doesn’t haveaccess to water. This shows that many people don’t have access to basic drinking water. To summarize, all the countries shouldat least have basic access to clean water.
Unsafe water can cause diseases. UN news describes that more than 85,700 children under 15 die every year because of
diseases caused by unsafe water. (UN news, n.d.) Children die just because they cannot access safe drinking water. Diseases
are scary, and some are caused by unsafe water! To conclude, water should be safe, so that it doesn’t cause diseases.
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Juzo (G5B) | Exhibition topic: “Inflation”

Inflation is a very serious topic right now and is causing harm and stress to people. According to Mr.
Jason, “Inflation is a rise in prices and the decline of purchasing power.” (Jason, 2022) This claims
that inflation isn’t a good thing but will affect people in a negative way. This is important because it
might cause harm to low wage people and can decrease your purchasing power. As a result, thepoor will be affected in a negative way and your saving will decrease in value rapidly.
Ukraine and Russia war can affect inflation in a negative way. In fact, a Forbes Advisor, Adam Strauss said that
“Energy prices are likely to rise because of the Ukraine War.” (Strauss 2022) This means that inflation is also
getting worse because of the ongoing war. Therefore, it is believed that to solve inflation we need to stop an
ongoing war from occurring. This states that people will suffer from inflation because of ongoing war.
Inflation can impact the exchange rates in a negative way. According to the Central Charts they state that “Ifinflation is even in both countries, it doesn’t change the exchange rate but if inflation rate is uneven in bothcountries this is when it affects the exchange rate.” (Central Charts n.d.) This claims that exchange rates can beaffected by inflation and may or may not attract visitors to the countries. Since it may not attract visitors, this canaffect the country in a negative way.

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V ol u me 26 | I s s ue 3 | M arc h 20 23“ T h e Co m e t ”

KIPS News
From the P0/P1 classroom...
Hello everyone! We had a new friend join our P1 class in January,
and all the children have been enjoying playing and learning together.
Recently, the children’s language skills have developed into 2- and 3word sentences, and they have been enjoying exchanging words with
their friends and teachers.
In Japanese lessons, in line with the term theme, we have beenlearning about the seasons through picture books and songs. At first,
the children simply watched the teachers read the picture books;
however, recently, I have been pleased to observe that they havestarted to say the names of pictures and objects they recognize in thebooks out loud, and when a song they know comes on, they join in by
dancing with their teachers and singing along with phrases they know.
This year, the P2 class was able to join in the Japanese New Year
Party and Setsubun celebrations. At the Japanese New Year Party,
we first looked at illustrations of new year games and then played agame called “fukuwarai.” First, a teacher showed the children how toplay the game, and then they took turns putting on the parts of theface.
For Setsubun, the children performed “Oni no Pants” wearing oni(demon) masks they had made in their Japanese lessons. Somechildren threw the balls without crying; others cried and clung to theirteachers when the oni appeared, but did their best to throw the balls
at the oni and say “Oni wa soto” (out with the demons). At the end of
the event, the children had a photo with the oni.
We hope to continue introducing aspects of Japaneseculture through old Japanese games in the future.
Hitomi Hirakawa
P0–P1 Teacher

From the P2 classroom...
“What are the children trying to say?” This year, as in previous years, wewelcomed the P1 and P2 children in August with that same feeling, andmore than half a year has already passed. When I recall how the children
were when they first joined us, I am struck by their remarkable growth.
Especially in terms of language, many of this year’s P2s were speaking indifferent languages at home and at KIPS. When they joined KIPS, some
could finally speak sentences in their native language in which words
were connected, and others were trying their best to speak, but saying
words that were difficult to understand. Now they can say phrases suchas: “What’s this?” “What are you doing?” “I don’t like it,” “I like 00,” “Showme, please,” and “I want to do it.” Of course, the degree of development
varies from child to child, but these words are not acquired
spontaneously; they result from efforts by the children themselves which
are not seen by others. The children are now able to convey what theywant to say clearly through their words.
As many of the P2s are aiming to progress to KIST inorder to continuing receiving a high quality education, we
will continue to work with their parents in providing support
to the children so that their transition goes smoothly.
Minami Nose
KIPS Nurse

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V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3

9IGCSE NewsAs we head into the halfway point of thesecond semester, our G9s are fully
encompassed in all things IGSCE and ourG10s engrossed in their preparations formock exams and IGCSE exams.

Rachit (G9A)
Economics/
Geography

Alexandra (G9B)
Business/History

Eri (G9A)

Xitong (G9B)

Visual Arts/
Geography

Economics/
Geography

It is our G8s, however, that are facing some decisions to make in the next month or so.
What courses do I want to take at IGCSE level?
Who better to offer insight into the IGSCE than the current G9s, who were in the same position exactly
one year ago. I asked several current G9s about their experience in selecting courses and theirimpressions of the IGSCE as whole. Here are some selected responses and insight into their differing
G8 subject choices.
Mahipaul (Ron) Dayaram
IGCSE Coordinator

What did you know about the IGCSE before
starting G9?
Eri: I knew that the IGCSE would be difficult andincluded a hard level of studying, homework and exams.
Alexandra: I knew that a lot more time management
skills would be at play in the IGCSE, so I had to set
myself up and gain better study habits before G9.
Xitong: I didn’t have much specific information about it,
but I was introduced to it as a better preparation for DP.
I heard from an older student that there would be a final
test at the end of the two years.
Rachit: I knew that Pearson Edexcel IGCSE provides
knowledge that not only helps in academic success but
for “learning for life”.

Describe the process of choosing your
IGCSE courses.
Xitong: After learning a unit on each subject in G8 I&S,
I had a general idea which subjects I wanted to choose.
In the start of G8, I was planning to choose History as I
liked history from the start, but then after learning allunits, I decided to learn Economics and Geography.
Rachit: After looking at the course in economics, I
realized that business economics is covered in a fourthof the book and would rather cover a wide range of
information than go too specific into a type of
economics. This led me to choosing economics andgeography as they are used hand in hand in our daily
lives.
Eri: Firstly, I gathered information from my older grade
friends. They gave me a brief summary of each subject
and the advantages/disadvantages for each of them.
Alexandra: I was certain that I did not want to spend myfuture working in the field of economics, so Businessand Economics were the 2 subjects in which I
immediately knew I did not want to study. I was torn
between History and Geography, as History was ofmore interest to me; however, Geography, still a subject

I find enjoyable, provided more benefit in my future
career as I was considering taking up an occupation that
had something to do with the environment. I also chose
Art as I thought that it was a subject that could get mycreative mind flowing and it was a subject that wasdifferent in the sense that you could free yourself byexpressing yourself through something other thanwords.

Are you happy with your choices or would
you change anything?
Alexandra: Generally, I am happy with the IGCSE
subject choices that I have made. To be honest, I did
not realize that Art is as stressful, but I have no regrets
as Art is one of my favorite subjects as it helps me getcreative which does not occur in any other subject.
Rachit: Yes, I am extremely satisfied with my choices:
Economics and Geography. These subjects can beinterrelated and used in the deeper understanding of
one another and help in understanding the universe thatsurrounds us.
Xitong: I am happy with my choices of subjects,
although I still sometimes imagine what I would belearning if I took History.
Eri: Yes I am very happy with my choices. History isvery interesting and I always feel engaged whenlearning multiple things and finding more historicalinformation about each country. Business is also good
too, the logics that make up a company's structure iscomplicated, yet beautiful.

What is the IGSCE like?
Xitong: The IGCSE is a 2-year course, and I would saythat it is pretty content and terminology heavy. The levelof difficulty has increased by a lot from G8 MYP, andespecially, in the tests, they are very specific on what
they want you answer, especially in English.

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V ol u me 26 | I s s ue 3 | M arc h 20 23

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Alexandra: No doubt about it, the IGCSE is morestressful than LSP, with the additional subjects andresponsibility that you gain with your own time
management. However, in some aspects, the IGCSE is
more enjoyable because it is when you get to explore
and experience your subjects of interest and it is thetime where we get to explore and find your own
interests.
Rachit: Although busier than the Lower Secondary
Programme, the IGCSE provides many opportunities forexperiences related to sports and other extracurricular
activities, provides knowledge that can be linked
together to form a network, and improves responsibility
related skills such as setting priorities.

What are some of the differences between
G8 and G9?
Alexandra: G8 definitely had a lot more guidance, interms of helping one with time management. For
instance, in G8, homework diaries were implemented,
and teachers would provide a lot of time allowing thestudent to prepare for tests and exams. In G9, a lot lessguidance is given. You have to keep track of your tests
and your homework a lot more than one had to in G8.
Furthermore, the other main difference is the number ofsubjects, in G8, there were around 5 core subjects while
the IGCSE has 8 core subjects, so it is essential that weas students stay on top of that workload.
Xitong: In my opinion, the biggest difference is thenumber of subjects and how specific your learning
becomes. In G8, we had broad subjects such as I&S
and Science, but now we get specific subjects (bio,chem, physics, econ, business, history, geo, art). In one
way you get to learn what you are interested in, but also
in a way you get much more work and stricter grading
systems.
Rachit: Although all knowledge gained in G8 is vital forthe understanding of deeper concepts in the IGCSE,
some of the differences would include the responsibility(time management, maintaining high grades inacademics while gaining experiences such as sports,
CAS etc.), workload and extracurricular opportunities
provided in G9.

Describe the IGCSE to a G8 student in only
1 sentence.
Xitong: The in-between of LSP where you have yourfoundation, and DP, where you go in depth for your realpassion.
Rachit: A journey filled with acquiring practicalknowledge, gaining experience and understanding
versatility and resilience: a stepping stone to the IB DP.

Alexandra: It is a journey in which you learn about
yourself, your interests, who you want to be in this worldand how you plan on getting there.

What are you excited about for next year?
Xitong: I am excited when I hopefully get to do moreexperiments in Science and in Maths I can learn Further
Pure Maths which sounds very professional and I feelexcited to take on another challenge.
Eri: I am excited about learning in depth for certain
subjects such and Chemistry and History; for example,
we will be learning about the Cold War in G10, which isalways something I’ve been interested in and I am
excited to have a deeper understanding of thatspecifically.
Rachit: To attain more knowledge in the different
subjects and be able to expand on it by linking it to thesurrounding world and combining it with pieces ofknowledge I learnt previously to complete a two-year
jigsaw puzzle.

What is your favourite course and why?
Xitong: My favourite course is Math, and it has been
Math since the start of Secondary. The satisfaction ofsolving a challenging problem is unforgettable andinstantly made Math my favourite course.
Eri: My favourite course is History. Although I am moreof a STEM student and better at sciences, I find History
more interesting. This is because it allows me to viewhistorical events from a 3rd person perspective andevaluate/assess the mistakes that have happened in thepast; I can learn from that and never let history repeat
itself again. Not just myself, but all people cancooperate and help establish the world as a better
place.
Rachit: Despite enjoying all courses, I would say myfavourite course is Biology. A few reasons include thatlearning Biology aids in the understanding of thefundamentals on how organisms function to carry out
various activities and also acts as the basis of the
production of medicine and other medications (which
can also only be understood by analysing organisms).
Alexandra: Art is my favorite course. It is not like anyother subject. In fact, it is one of the only subjects where
I get to really think creatively. I enjoy being in thatcreative mindset and producing a piece of art thatconveys meaning or art that represents some aspect ofmyself.

V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3“ T h e Co m et ”

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

1

2

3

4

5

6

Create a study schedule

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

Find a suitable study environment

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

Take notes and organize information

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

Practice active learning

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

Seek help when needed

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

Prioritize self-careFinally, it is crucial for students to prioritize self-care. This includes getting enough sleep, eating
healthily, and engaging in physical activity. Taking breaks and relaxing is also essential for
reducing stress and maintaining focus. Students should not sacrifice their physical and mental
health for the sake of studying, as this can ultimately be counterproductive.

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

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V ol u me 26 | I s s ue 3 | M arc h 20 23“ T h e Co m e t ”

G11 Economics Student Reflections
Teaching and learning beyond the textbook—Perfectlycompetitive markets
Over the past couple of weeks, the Grade 11 HL
Economics class has covered the first part of the“Theory of the Firm” unit. This unit covers thereasons why a business operates the way it does.
We began this topic by exploring how businesses
operate in highly competitive markets. Earlier
during the unit, members of the class taught anentire lesson based on how firms in competitivemarkets make profits and record losses. The
students who taught these lessons werechallenged by questions from members of theclass. It was an unconventional, but interactive
and engaging method of learning.
That evening, as homework, students
summarized videos to crystalize theirunderstanding of what they learned through thisexperience. There were four videos, and students
were assigned to become “experts” in each
subtopic. In class, we taught other so that we all
could have a deeper or general understanding ofeach aspect we had learned. Afterwards, Mr.
Gombya clarified and deepened ourunderstanding by taking in questions andencouraging us to comment on what he taught us.

short run and longrun differ, theallocative (market)
and productive (firm)
efficiency, how firms
in a competitivemarket may shut
down due toinefficiency if theircosts are too highcreating negative
economic profit andhow firms at the longrun will end up withnormal (zero) profits.
Overall, thiscombination oflearning from theteacher and learningfrom our peers andthe Internet aided us to broaden our comprehension by
exploring the topic through various ways of explanation.
Lance (G11B) and Ruby (G11B)

We learnt a variety of things; for example, how theperfectly competitive market will pass on price tofirms due to the nature of being price takers, howJapan Cancer Society
I am writing to you to bring your attention to our newly
established student-led charity organization, aimed atraising funds for cancer research in Japan. We hope to
not only raise funds but also increase awareness of thechallenges of cancer in Japan.
Cancer is a significant health concern in Japan, withthe highest mortality rate among developed countries.
It is essential to act, spread awareness, and make adifference to those affected by this disease. Therefore,
we have started our student-led service this year with agoal to help fund research and provide support tothose who are fighting cancer in Japan. This service
activity supports the work of the official Japan Cancer
Society. You can find out more about them in the link
below.
bWeb

https://www.jcancer.jp/

We would like to update you on our recent donation
event held on January 23 and 24. It was our first-everevent, and we are pleased to announce that wemanaged to collect a total of 40,000 yen from yourgenerous donations! We set up a donation box in frontof the school gate in the morning, and we were

overwhelmed by the support andgenerosity of the school community.
We would like to thank everyone who
donated, volunteered, or supported
our event in any way. Your
contribution has made a significant
impact on the lives of those affectedby cancer in Japan.
We invite you to join us in our efforts to make adifference in the fight against cancer. Any contribution,
big or small, can make a difference. Your support canhelp fund research, provide support to patients andfamilies, and raise awareness for the disease.
We are planning more fundraising activities, and wehope to see you there. Thank you for your time, and
we look forward to your continued support!
Anant (G11)
KIST Japan Cancer Society

“ T h e Co m et ”

V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3

Turning Failure into Success
It is the time of year again when we, as teachers,
realize that there are mere weeks until the exam
season is upon us again. At this time, it is so crucial tostudent self-esteem that we, as the adults in their lives,
reinforce key messages regarding success but also
failure.
As a Care Team, one of our favorite Japanese
proverbs is ‘失敗は成功のもと’ or ‘failure is thefoundation of success’. In the buildup to the exams,
students are going to make mistakes, forget things, andrealize that there are gaps in their knowledge. The skill
is not to view these ‘failures’ as obstacles, but rather
opportunities to grow and improve. If we know how to
respond to it, making errors is a key part of the learning
process. So how should students respond and how can
we support them through this?
Often when students want to discuss a disappointing
result on a test, we hear similar sentiments.
I have no reason to feel upset. No one else will
be reacting this way.”
There’s no need to be that dramatic. Nobody
else is this bothered.”
I should be more like Person X.”
All these statements invalidate the disappointment offailing and the complex emotions attached to it.
Inevitably, students begin their reflection process bycomparing their result or their response to anotherperson. However, the above statements invalidate theidea that disappointment is a natural and healthy
feeling. If we can reframe this disappointment in apositive way, it can act as an effective motivator in the
future.
Sometimes, students will state that the way they can
avoid this feeling again in the future is to ‘quit’ orcompletely change the way they are working. This iscounterproductive and time consuming at a time wheneach day has the potential to make a difference.
Instead, we can encourage students to become self-

sufficient and come up withsolutions independently; forexample, the following
statements can help students
take on a fresh perspective:‘What’s the one thing, that if you focused on it,
could make the biggest difference?’
This is called setting a ‘high leverage goal’. By focusing
on the thing that can have the biggest impact, it
prevents reviewing from becoming overwhelming andoverly critical.
‘You’re so good at problem solving. What can you
do differently next time?’
Reinforcing the notion that a young person has thetools within to create a solution fosters a sense of selfempowerment and builds resilience.
‘Let’s not spend today focusing on this subject.
Work on something else today and revisit thistomorrow.’
By giving a problem space, we can encourage apragmatic rather than emotional response. Instead ofreacting with anger and frustration (and often
catastrophizing the situation), giving the feeling of
disappointment time to fade can support viewing the
response through a more logical lens.
In summary, the goal of this article, and our goal as
educators and parents, should be to normalize failure.
Pretending that it isn’t going to exist in adulthood, too,
does not prepare our young people for the realities ofwork, parenthood, and other inevitable challenges.
Instead, we can work together to support our students
in reframing challenging situations, encouraging selfreflection, and working smarter, not harder.
Matthew Archer and
Hannah Cowie
Student Care
Coordinators(Secondary)

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V ol u me 26 | I s s ue 3 | M arc h 20 23“ T h e Co m e t ”

Debate ClubFor the first time in three years, our debate
club competed in face-to-face practices and
KPASS tournaments. Debating has been an
excellent activity for our KIST students.
Coming from a UK background wheredebate was not a common activity, I havelearnt a lot from our students this year.
Back (L>R): Remi, Saanvi, Sara, Shaunak, Lander, Alexandra, Teo, Shakti, Muskaan,
Competing in debate enhances students’Arshiya, Sungbeen, Anantability to communicate through public
Front (L>R): Andrew, Aryan, Arnold, Ananya, Yixuan, Arnav, Kiichiro, Lance
speaking, persuasion, and argumentation.
Students were given many difficult andcomplex motions to debate this year. Debating requires students to research a variety of topics in a short space oftime, which have exposed the students to new ideas to broaden their thinking and help them become even more
open-minded individuals. It has been a pleasure to see our students’ confidence grow, especially intheir critical thinking skills, which has helped them analyze and evaluate information critically. Welldone to all the members who have attended practices and the tournaments.
Hannah Cowie
Debate Coach 2023
KPASS debate season 2023 was aremarkable experience. Our KIST
JV and Varsity teams went to St.
Mary’s International School tocompete in practice debates. Our JV teamthen went to Seisen International school for
the JV tournament. The Varsity team went
to ASIJ for the varsity tournament. There
were many victories, and it was anincredible learning experience. We got tomeet and compete against students from
ASIJ, ISSH, SIS, TIS and SMIS. Ourdebating skills also improved day by day.
We all had so much fun and hope to bringmore wins to KIST next year!
Thank you to Ananya (G9B) for writing this short piece
below about her experience.

Ananya (G9B) receivinga speaker award in the
JV tournament.
Alexandra (G9B) was
also in the top 10 forreceiving the most points.

Saanvi (G12B) receivinga speaker award in the
Varsity tournament.

Back (L>R): Mr. D’Rozario, Kiichiro, Andrew, Shaunak, Sungbeen, Arnav, Shakti, Muskaan, Mr. Charlie
Front (L>R): Ms. Cowie, Ashmita, Sara, Saanvi, Remi, Yixuan, Ananya

Andrew (G10B), Arnav(G11B), Muskaan(G11A)—well done to the
dream team for winningthe most debates in theircategory.

“ T h e Co m et ”

V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3Service Activity: Japan Youth Council
Are you aware that the “Basic Act for Children*” will come into effect in Japan in April
2023?
The basic principles of this law are as follows(1):•••All children are respected as individuals and their fundamental human rights are guaranteed.
Every child shall have the opportunity to express his or her own opinions and participate in society.
The opinions of the child are respected and the best interests of the child are provided.

I am a member of the Japan Youth Council, which addresses issues and problems in Japanese politics, and I am amember of the Study Council for Guaranteeing Children’s Rights in Schools, which discusses issues related to theenactment of the Basic Law for Children.
The Convention on the Rights of the Child, adopted by the United Nations General Assembly in 1989, stipulates
that children, like adults, have human rights, including the right to life and upbringing, as well as respect forchildren’s opinions. Japan also ratified the Convention in 1994, but there was no law that comprehensively
stipulates the rights of the child, and the country received a series of recommendations from the UN to establish alaw(1). There had been no written law on children’s rights for nearly 30 years.
Although unfamiliar to us international school students, human rights violations in the Japanese educational
system are wide-ranging. In one Japanese junior high school, a teacher of the opposite sex may check a student’s
underwear. Why is this done? Because the school rules require that underwear be white. One of the shocked
female students refused to go to school.(2) Bullying is also a major social problem, and there have been manycases of teachers and school boards covering up bullying and even going to court. (3)It is important for all of us living in Japan, regardless of nationality, to know about the rights of children in Japan,
and the Basic Act for Children, which will be enforced in Japan.
I am translating the minutes of the meeting into English so that everyone can learn about theseissues. The Japan Youth Council is also looking for members. If you are interested in these things, I
would be glad to help you. Please feel free to contact me.
Mana (G7A)*Basic Act on Children (Act No. 77 of
2022)—Date of enforcement: April 1, 2023b
Web

https://elaws.e-gov.go.jp/document?
lawid=504AC1000000077_20230401_000000000
000000 (Japanese only)

Citations:(1)[Details] How to Protect Children’s Rights; What are the principles and issues of the Basic Act for Children’s Rights?
https://www3.nhk.or.jp/news/html/20220614/k10013670771000.html(2)

Human rights violated by “black school rules”: “Open your shirt to check your underwear” Cause of school refusal in female
students [from Fukuoka]
https://www.fnn.jp/articles/-/163512(3)

Bullying court precedents
https://stopijime.jp/precedent.html

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V ol u me 26 | I s s ue 3 | M arc h 20 23“ T h e Co m e t ”

Arnav Wins National Math AwardI

participated in the 2022 edition of the International
Youth Math Challenge (IYMC). I discovered the
IYMC online while I was browsing for extra-curricular
opportunities related to STEM. IYMC is an international
math competition which has registered more than
12,500 participants. The 2022 competition consisted ofthree stages: the qualification round, the pre-final round,and the final round. The qualification round consisted offive questions, from which I had to successfully answer
and submit three. The problems were relatively
challenging but nothing I couldn’t tackle with a little bitof time and effort. The pre-final round was much harder.
The submission period was four days long and thepaper consisted of eight challenging multi-step
problems. One of the problems even required me toread and comprehend a research paper from amathematics journal. After I passed the pre-final round,
I took the final exam which was a 20-minute, 20question exam. Unlike the lengthy problems in the prefinal round, this exam required me to think and solve
questions fast. My score in the final round was 16/20,
which made me a top 5% participant of the competition.
I was also the highest-scoring participant of thecompetition in Japan, which won me the NationalAward!

often get theopportunity to
try several
challenging
problems,
which aresometimes
even beyond
the scope of the syllabus, towards the end of classonce we’ve grasped the topic well. I believe that theknowledge I gain from these seemingly minor
experiences added up and contributed heavily to mysuccess. Opportunities provided by KIST like MathField Day have also contributed to my success in thiscompetition. I have participated in Math Field Day
since Grade 6, and it has helped me to improve mycontest math problem solving skills greatly. In
particular, the training sessions provided by the mathteachers for Math Field Day are enriching because
their cooperative and productive environment
maximizes my intake of useful mathematicaltechniques. I look forward to participating in more
opportunities like the IYMC in the future and strongly
recommend students interested in pursuing STEM likeme to do the same.

Participating in IYMC was an enriching experience forme because I’ve always had a passion for STEM
subjects and problem-solving. I am currently a Math HL
student and a lot of math that I was taught in school
was tested in this competition. Although somecomponents of the exams like the question on the mathresearch paper weren’t familiar for me, I was able toanswer most of the questions by utilizing the math that
I’ve already learned in school. During math classes, we

I am thankful for the work of all my teachers at KIST
since without them I wouldn’t have had the academic
background or knowledge required to perform well inthis competition. I am grateful to be a part of such a
supportive school community.
Arnav (G11B)

New Faces
Since the last issue of The Comet, we have welcomed two new staff
members to the school—Steven Kilty who is working as a Mathematics
teacher in the Secondary School, and Yoko Akiba who has joined our officeteam as an administrative assistant.
Mr. Kilty said of his new role:
I am thrilled to be joining the KIST community! I am originally from
Illinois in the US and have been living in Tokyo since 2012. When notteaching, I enjoy long-distance running and playing with my twochildren. Nice to meet everyone!”

Steven Kilty
Secondary Mathematics

Ms. Akiba said of her new role:
This is my first time working in a school environment. I have lived in
the UK, the US, Hong Kong, Jamaica and Malaysia. I have lots tolearn, but I am very excited to be a part of the KIST community.”
On behalf of the school community, we wish you both all the best in your newroles and hope that you enjoy your time with us.
Yoko Akiba
Administrative Assistant“ T h e Co m et ”

V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3

17

Individuals & Societies Department Snapshot
Welcome to the Individuals & Societies Snapshot, which provides insight into what each grade leveland subject has explored so far during the year!
Keith Erickson
Subject Area Coordinator—I&S
LSP Grade 6
In G6 I&S students have been learning about ancient civilizations and theirdifferent innovations. With the introduction of semester exams for the LSP
curriculum, students have been practicing good notetaking skills. Good notes
are essential for students being able to revise in the long term. Particularly, inearly February, students created interactive notebooks. Students werechallenged to summarize and organize key information using the creative cutouts provided.
LSP Grade 7

Lauren (G7A), Amy (G7A),
Carys (G7A)

In G7 I&S, students have been learning about natural environments. With the
key concept of the unit being systems, students have been investigating how
natural environments work as an interconnected system. One key example welooked at in class was the connection of species in environments. Students
made food webs for particular environments showing the energy transfer
between species and highlighting roles (producer, consumer, apex-predators,
decomposers). To further consolidate understanding of species andenvironments co-depending on each other, students in G7 played a card gamecalled “eco system”. The game highlighted the significance of biodiversity andmutual benefits species can have on each other.

LSP Grade 8
In G8, students are beginning their final IGCSE introductory unit –Geography. In this unit, students will learn about the processes of population
change and their effect on people and places. As an introduction to the unit,
students created a visual display on the factors affecting population densityand distribution. Previous IGCSE introductory units included History,
Economics, and Business, which will provide insight to students on which
I&S course to take next year.
IGCSE Business Management
Studying IGCSE Business has shown me how this links to reallife events, when watching the news or reading articles.
Overall, I strongly recommend this course to anyone who ispassionate about learning how companies are run andorganized, as well as students who are unsure about theircareer paths, as this course will provide you of insights into
different types of businesses. This picture is part of my projectof creating an employee manual for the Human Resources
unit. —Haruka (G10B)
IGCSE Economics
Over the last quarter in IGCSE Economics G10 students exploredmultiple case studies and participated in activities to further solidify
their understanding of Macroeconomics. A key highlight from thisquarter was a debate the students participated in allowing them toexpress their communication, argumentative, and critical thinking
skills. The purpose of this debate was to help students evaluate thesignificance of Free Trade in the global economy. The key takeaway
students took from the debate was improved understanding
regarding Free Trade but also development in debate skills which
are extremely significant in many areas of life. —Arham (G10B)

G10 Business students engaged in a debate
Continued on next page18

V ol u me 26 | I s s ue 3 | M arc h 20 23“ T h e Co m e t ”

Continued from previous page

IGCSE Geography
G9 Geography students have been studying physical environments(river and coastal environments). As these Geographers have learned
about the involvement of human activity in the deterioration of coastal
landforms, students had a class debate about whether coastal
development should be prioritized over coastal preservation.
IGCSE History
In IGCSE History students have finished their learning of World War One.
Students have consolidated their understanding of how to write a 6, 8, 16mark question on the causes and course of the war. During the final weekof the unit, students created a video to summarize what the main reasonsfor German defeat were in groups. The process required students toreflect on the entire duration of the war assessing what the strengths of
the Allies were and the weaknesses of the Central Powers.
Isabel (G9B), Satori (G9A), Eunhoo (G9B),
Devika (G9B)

DP Business Management
Throughout the 2-year course, DP Business students study humanresources, marketing, finance and operations. We are required toenhance our knowledge and analytical skills by learning to utilize thebusiness management toolkit; this includes Porter's generic strategies,
force field analysis, Ansoff Matrix and others.
Currently, we are studying the marketing unit which requires us toheavily utilize one of the four key concepts of business: creativity. In our
most recent activity, we conducted field research of the community justoutside of KIST and used our critical thinking skills to create a productthat may fulfill their needs.
Overall, I enjoy the plenty of interactions within my business class, witheach student always contributing to discussions and look forward toenhancing my knowledge of the business world! —Sadhika (G11A)(L>R) Aidan (G11B), Rintaro (G11A), Ethan(G11A), Sadhika (G11A), Naoki (G11A), Lance(G11B)DP Economics
Over the past couple of weeks, the Grade 11 High Level economics class hascovered the first part of the “Theory of the Firm” Unit. This unit covers thereasons why a business operates the way it does. We began this topic byexploring how businesses operate in highly competitive markets. Earlier,during the unit, members of the class taught an entire lesson based on how
firms in competitive markets make profits and record losses. The students
who taught these lessons were challenged by questions from members of theclass. It was an unconventional, but interactive and engaging method oflearning. —Lance (G11B) and Ruby (G11B)

G11 Economics students discussing
diagrams illustrating perfect competition

DP History
The DP History students have finished their learning
on Japanese expansion and began their study on
World War Two in the Pacific. Following this, theclass visited the Yushukan museum on February 20,
where artifacts of Japanese history are present. The
excursion prompted students to think about the roleof this period in Japanese history and how themuseum conveys the imperial past. Students picked
up on the selective nature of artifacts presented andhow events such as the Nanjing massacre did nottouch on the violent nature of the Japanese army.
G11 History students at the Yushukan museum

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“ T h e Co m et ”

V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3Continued from previous page

DP Geography

Mr. Jordan Hattar (center) with Ms.
Cowie and the G11 Geography class

Mr. Jordan Hattar from Help4Refugees visited the G11s to discuss how
humanitarian work often requires the art of listening. Mr. Hattar gave avery moving presentation on how to raise awareness of those living in
refugee camps worldwide. Our DP Geography students study the cause
and consequences of forced migration. They often read about thesecontemporary issues, so this was fantastic for students to understandwhat the real needs of refugees are. Mr. Hattar predominantly works in
the Jordanian Syrian refugee camp. He discussed how it is important tolisten to people’s stories, to ensure these vulnerable people feel heard
and validated about the experiences they have gone through.
Additionally, well done to the students for raising money to send to help
the relief effort in Turkey and Syria. Students gave up their time andworked collaboratively across multiple services to raise money for thisgood cause. Thank you to our community members and students forcontributing their donations.

Shota (G10B), Teo (G9A), Selin (G11A) andKiichiro (G11A) raising funds for the relief
efforts in Syria and Turkey

Staff 10!
In this month’s Staff 10!, we are pleased to present
Emma Argentum who joined us in August 2016 ,working initially as a K1 teaching assistant in the
Elementary School. In August 2020, after gaining
her teacher certification, she moved into a teachingrole, and is currently the classroom teacher for K1B.
1) Tell us something interesting about yourhometown.
My hometown has a castle called Rockingham Castle
and my dad used to live there! His bedroom was inone of the turrets. I spent my summers as a childplaying in the castle gardens with my grandparents.
2) What is your favorite place in the world?
Disneyland! There’s nothing quite like the magicalfeeling you experience when you’re there.
3) Who would you like to meet if you had thechance and why?
My little sister Marie, I miss her every day.
4) Do you have any special skills or talents?
Unfortunately, I don’t! Though as a collector, myfriends would say I have a crazy skill of finding rare
items. If it’s for sale somewhere, I can probably find it!
5) Please share a little-known fact about yourself.
My mum was in an amateur theatrical group as I was
growing up. I used to attend rehearsals with her every
Sunday, and because of this, I have a huge love ofBroadway and West End theatre shows.
6) What is your most prized possession?
I am an avid collector of Final Fantasy merchandise. I
have been a fan since I was 10 and it is what sparked
my initial interest in Japan. I have two glass cabinets
with merchandise from 1997 all the way until now! It
makes me feel happy and nostalgic when I look at it.

7) Which IB learner profile attributedo you most closely identify withand why?
Caring! I have always strived to meetkindness with kindness in excess. We are only aroundin this world for a short time and if I can makesomeone’s life more peaceful and happier then thatmakes me happy, too.
8) If you could live your life again, would you doanything differently?
Absolutely not. We learn from hardships and mistakes
and every path that I chose ultimately led me to where
I am. It was my dream since I was 13 to live in Japanand work at an international school. I am extremely
proud of what I have achieved and grateful for all thelearning opportunities that appeared on the way tohelp me get here.
9) Is there anything you are trying to learn/improveabout yourself at the moment?
I recently decided to try my hand at digital drawing! It’s
tricky but I’m enjoying it.
10) Do you have any
special message foryour fans?
Always do what you
love, spend time being
a little silly with thoseimportant to you andwork hard to achieve
your dreams.

Ms Argentum, spendingtime in her favorite placein the world.

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Athletics Update
Winter season 2022–23 conclusion
KIST teams finished their full winterschedule in the Kanto Plain league andwill finish up their ISTAA basketballseason in the first week of March. Below
are some short summaries from the winterseason from the coaches!

JV boys’ soccer team

It was an incredibly mixed season of results for
our JV soccer team this year. What wasconsistent was that wherever we travelled to play,
we always showed signs of great soccer andteamwork. I’ve had the pleasure of working with avery talented set of players this season and they’ve done agreat job of pulling together in moments of need.
We primarily played against BST, ASIJ and St. Mary’s. We
picked up a majority of our wins against St. Mary’s thanks tosome clever soccer and sensible gameplay. ASIJ and BST
were tough though and unfortunately, we weren’t able to best
them this year. We also had the chance to play a friendly
against LFIT on what can only be described as the windiest
evening in Japanese history. Some special mentions for
those in the team as we actually had 3 players who were
joint top goal scorers for our season, Haruto (G11A), Aidan(G11B) and Malhar (G11A).
Thank you to everybody who either turned up to practice or
who played in our fixtures. I look forward to next year andwhat success it might bring. —Coach Smith

MS girls’ soccer teamThis season, the MS girls’ soccer team reached
its biggest ever number of participants, with 28
girls across Grades 6–8 joining the team!
Throughout the season, the girls worked
extremely hard to improve their skills and it showed withsome hard-fought performances against tough opposition.
I’ve been particularly impressed by the commitment anddedication all the girls have shown this year, and I am
confident that with this group, girls sports at KIST willcontinue to grow! Excellent work everyone, and I can’t wait tosee you back on the pitch next season! —Coach Buck

MS boys’ basketball teamThe season has been a good season in building a
positive team environment with the MS boys’basketball team. There were many challenges thatthey all pushed to overcome, leading for all theboys to develop and be more competitive in both the Kanto
Plain and the ISTAA leagues.
MS boys’ A team
were 1 win and 7
losses, but theirrecord does notshow the big
improvements
they all havemade. Three ofthese matches
went to overtime
in which they all
tried their best but
MS boys’ basketball A team
did not have theendurance to attain the crucial lead in these games;
however, in the ISTAA league, they played with 2 wins and 1
loss which shows their hard work is paying off. The MS
tournament was cut short by BST losing 25–16 but theycame around and beat Aoba 25–21.

MS boys’ B team track record also does not show thedevelopment they all had. With the games being 0 wins and6 losses, they all played cohesively developing their own
skills within practice. Even coming close with St. Mary’s tillendurance got the better of them. They all played well and I
am looking forward to next season! —Coach Mahamed

JV/HS boys’ and girls’ basketballteams

Having no gym this season made things difficult as
the KIST basketball teams had once-a-weekpractices at local Elementary school gyms that are smaller
than regulation courts. A couple of practices saw the girls
have practice on the KIST ground. That being said, the KIST
teams remained very competitive in their first full Junior
Varsity (JV) Basketball seasons in the Kanto Plain league.
The JV girls
finished 1 and 5 inleague play but
their record did not
do justice to how
well they played.
We lost one by 13
points and had four
losses which wereby 4 points each.
Mixed in was a
JV girls’ basketball teamsolid 15-point win
over Yokota. In the JV tournament at ISSH, KIST faced the#2 seed, Seisen, and were leading 18–10 to start the 4th
quarter before the wheels fell off, succumbing 20–18. In
ISTAA U-18 league play, KIST has only played two games
thus far and has three more to go before the tournament. A
1st or 2nd finish in the tournament is in the cards with thisteam.
The JV boys finished Kanto league play with 2 wins and 3
losses—one loss being a 44–43 loss to YIS. The boys had
wins over CAJ and Saint Maur. In the JV tournament at ASIJ,KIST faced the #2 seed ASIJ and were leading by as manyas 6 points but lost 37–32. In ISTAA league play the boys are
1 and 1 with a comfortable win over Columbia. They have 4games before the tournament. Like the girls, a 1st or 2nd
finish in the ISTAA tournament is attainable. Updates will beavailable in the next issue of The Comet! —Coach Ota

Thank you to all the coaches for making the winterseason possible!!

Spring season sports

KIST has started up some spring season
sports already in preparation for the Kanto
spring league. ISTAA league futsal will
start in April. The teams shown below areparticipating in the Kanto league:• MS Girls’ Basketball (A and B pool)• JV Girls’ Soccer• MS Boys’ BaseballResults, team rosters, schedules and otherinformation can be found on Schoology
under KIST Athletics by any member ofthe KIST community.
Dennis Ota
Athletics CoordinatorV o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3“ T h e Co m et ”

Nurse’s Notes
Learning simple first aid skills
How to perform cardiopulmonary resuscitation (CPR) and use an automated external
defibrillator (AED)

Many cases have been reported of people’s lives being saved when a person in a sudden cardiopulmonary arrest
situation receives first aid from someone before an ambulance (paramedics) arrives. For this reason, it isimportant that as many people as possible can acquire first aid knowledge and practical skills. According to thelaw, first aid is considered as being a ‘socially appropriate act’ so there is no legal liability unless it is administeredunnecessarily or in a way that is grossly negligent. Please don’t be afraid to be proactive in administering first aid
to anyone in need!

CPR steps and procedures

If you see someone collapse or sustain an injury and they appear to be unconscious:

1

Check the safety of your surroundings.

2

Check for a response: firmly tap the injured person on the shoulder and ask in a loud voice:“Can you hear me?” and check reaction (awareness).

3

Ask for help if there are people around.
A. Ask someone else to call 119 and request an AED.
B. If no one else is around and you are alone, put your smartphone on speaker and call an
ambulance.

4

Note whether the person is breathing or there are chest movements.
A. Normal respiration: check while they are lying on their side with their face slightly
downwards.
B. Abnormal respiration: start chest compressions while they are facing upwards.

5

Sternal compression*: place the base of one hand on the bone in the middle of the chestand place the other hand on top of it, concentrating the force on a single point forcompression.

6

Switch on the AED and follow the instructions.
A. Place one electrode pad on the upper right side of the chest and the other on the lower
left side.
B. Do not touch the body while the AED is analyzing whether an electroshock is required.
C. If an electroshock is required, press the shock button after the audio instructions are
given (if an electroshock is not required, the AED will not operate even if the button ispressed).

*Chest compressions
Fast rate of compression, about 100 compressions per minute. Compressions should be
administered “hard, fast and unceasingly.” Chest compressions should be continued until theparamedics take over or the casualty has recovered breathing, with several rescuers taking turns toperform chest compressions.
If you are interested in taking first aid training courses, please visit the following websites:b
WebJapanese Red Cross Society
https://www.jrc.or.jp/english/activity/safety/b
WebInterAssist first aid training
https://www.interassist.ne.jp/

Yukiko Yamazaki
School Nurse
Reference:
American Red Cross. (2022). Adult First Aid: CPR/AED Ready Reference.
https://www.redcross.org/content/dam/redcross/atg/PDFs/Take_a_Class/Adult_Ready_Reference_Card.pdf

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KIST Community Association (CA) News

Bake Sale, December 2022

Some goodies were donated by the CA
through Mr. Archer to the G9 Second
Harvest Project.

Coffee Mornings

January 9, 2023
KIST Secondary Mathpathways explanation
sessionFebruary 23, 2023
What parents of middle
school students need toknow to start helping
prepare themselves andtheir children for
university.

Holiday Wreath Charity Workshop,
December 2022

Safe and Secure
Online Session by
the IT Committee

HEART Service GroupThe CA supported
fundraising for the Turkey
and Syria Earthquake relief.

CA Members’ Voice
BASIC POLITENESS for Students and Families

As a CA volunteer, I gained a very good relationshipwith the children, as well as the teachers and the
local community. I think that a diverse environment
is very important, and it’s a joy to improve my skills.
I would like to continue to support the CA and help
with school-related matters as much as possible.
—Yoshimi, Parent of Maru (K2A)
I have learned more about the different activities
taking place in school being a CA volunteer. I am
happy that I can support the school community insome way. Even though I work during the week,
there are jobs I can do in my spare time, and it wasgood to know that I can participate in the CA invarious ways using online and other means.
—Makiko, Parent of Ramya (G5A)
It was amazing to see the parents who have served
the CA for so many years and to see their
dedication and commitment to the group. The bakesale was very popular with the children andteachers and raised a lot of money. The coffee andmorning tea service provided a relaxed environment
for parents and teachers to talk, to get to know theschool, to get the latest information and tounderstand the needs of the parents.
—Zheng, Parent of Yixuan (G9B)/Yicheng (G7A)

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V o l u me 2 6 | I s s u e 3 | M a rc h 2 0 2 3

23

University Guidance News
What’s new in university admissions? (andhow does this affect applications?)

Around this time each year, universities and othereducational organizations make changes in preparation for
the following application season that will begin in six months’
time. Similar to last year, there have been a few majorchanges that I would like to focus on.
Oxbridge tests are changing
Last year, I focused on the changes coming to SAT. This
year, there has been a change announced for those applying
to top UK schools, especially Oxford and Cambridge.

What about other questions or
quicker updates?
You can review updates from thefollowing sites to assist with future planning andarrangements.
• Cambridge Assessment Admissions Testing• University of Oxford Admissions Update Blog Post
• University of Oxford Admissions Assessments Page
• University of Cambridge Admissions Assessments
Page
What about US admissions?
Digital SAT – As reported this time last year, the Digital SAT
has arrived, and from now, any SAT taken will require astudent to bring a laptop/tablet to the testing center.

What’s the big change?
Cambridge Assessment Admissions Testing—CAAT (thegroup that provides entry exams for both Oxford, Cambridge
and other top programs) has announced that they will
discontinue offering many of the current tests required foradmissions, including BMAT (medicine), ENGAA(engineering) and others. This will take place over two years
with some being discontinued immediately and others in thefollowing year. The full chart can be seen below.

2023 affected tests
Classics Admissions Test (CAT)Oxford ELAT
History Aptitude Test (HAT)
Mathematics Admissions Test (MAT)
Modern Languages Admissions Test (MLAT)
Oriental Languages Aptitude Test (OLAT)
Philosophy Test
Physics Aptitude Test (PAT)2024 affected tests
Biomedical Admissions Test (BMAT)
Engineering Admissions Assessment (ENGAA)
Natural Sciences Admissions Assessment(NSAA)
Test of Mathematics for University Admissions(TMUA)
Oxford TSA
What does this mean? How should current G11 or earlier
students prepare?
2024 graduates – Please prepare the same as always andfor the same exams! While CAAT will no longer administer
these tests, it seems most likely that the universities will
either arrange them by themselves and/or work with anotherpartner to administer the tests. It is unlikely that there will bea major re-working of the test itself or a cancellation. If you
have been preparing for PAT already, please do not give up;
keep working towards that goal! Universities plan to update
us by June for exact details.
2025+ graduates – There is no need to prepare at thismoment for these exams. It is better to wait and see whatchanges are officially decided by universities in the UK. For
now, time is better spent focused on getting good grades andfocusing on your outside of class activities and finding yourunique qualities!

The dates below are the known upcoming test dates.
Notes:• Test dates in italics are tentative and not officiallyconfirmed.
• Tests that are not offered at KIST may be offered at otherlocations around Tokyo. Students can register at any test
center convenient for them, they do not have to take it at
KIST.
• Our recommendation is for students younger than G11 to
focus on the Practice SAT (PSAT) which will be taken in
April of G9 and October of G10. The first SAT is usually
best taken in August of G11 with preparation done in thesummer preceding.
SAT test date
March 11, 2023
May 6, 2023
June 3, 2023
August 26, 2023
October 7, 2023
November 4, 2023
December 2, 2023
March 9, 2023
May 4, 2024
June 1, 2024

Registration deadline
February 28, 2023
April 25, 2023
May 23, 2023
August 11, 2023
September 22, 2023
October 20, 2023
November 17, 2023
February 23, 2023
April 19, 2024
May 17, 2024

Note
*Not at KIST

*Not at KIST

*Not at KIST

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V ol u me 26 | I s s ue 3 | M arc h 20 23

Continued from previous page

Financing for university and themeaning of “need blind” vs. “needaware”
While most universities across the world do not connect yourfinancial ability to pay with admissions decisions, this is notalways the case in the US. There are still many schools,
especially in regards to international students, that will take
into account a family’s financial ability to pay when making
admissions decisions. Even if they do not have such policies,
it is still worth looking at the overall financial commitment
necessary and speaking with your child in advance for what
is and is not possible when making future plans.
What do “need blind” and “need aware” mean? Whatshould we do about it?
Need blind means that a college/university should notconsider your financial situation when making an admissions
decision. This is standard is most other parts of the world,
where the school will let you in, send you the required tuition
payment, and you can decide whether to enroll. Need awaremeans that the school will ask for your finances, including but
not limited to, tax files, current bank statements, pay stubs,
etc. It is possible that if the school is unsure if your child isthe best fit for them and finances are also slightly an issue,that an offer could be made to a comparable student with abetter ability to pay. What to do? I think it is important topresent honest information to schools when making
applications regardless of policy. Make a list of schools thatprovide the best opportunities first and foremost. Just
because a school is “need aware” does not mean that a
student will be denied if they are not financially secure.
Likewise, a “need blind” school does not necessarily meaneasier acceptance offer scholarships to all students. If
financial need is necessary to comfortably afford aschool, it is best to be upfront with universities whenthat question is presented. I would not risk putting
immense financial strain on a family as well as pressure
to perform on a student just for the sake of going to aschool that is slightly higher in rankings.
How do we know which schools we can consider
financially?
Schools across the globe are very upfront about the costs
required for attending. Also, in most cases, scholarships will
be offered as a nice bonus without covering the entire cost of
attendance. That being said, it may be a good idea to target
very competitive schools that offer large scholarships, while
keeping some backup choices that are reasonably affordable
according to your budget, just in case. This list shows the
chances for scholarships for international students for almost
every well-known school in the US. For schools, both in andoutside of the US, it is also good to check both theirestimated cost of attendance and their scholarship offerings
one by one. You find some surprises!
How should we move forward if we are accepted to an
expensive school and the final cost is slightly above ourreach?
If the conversation has been had within your family about amaximum that is reasonable per year, it will help thisconversation considerably at this stage. As mentioned in aprior section, it would not be recommended to go towards
something that is too far out of reach because of theemotional strain it could put on a family. Likewise, a student
should be able to work hard and enjoy their time in university
without worrying about things such as re-taking a class orchanging a major creating massive financial difficulties forfamilies.
Suggestions:• Create a budget and be direct about what is reasonable
as early as G9, so students can understand what they
can realistically be researching• If you are willing to consider, low-interest loans areoften offered from banks in cooperation with countries afamily has permanent residency in. Planning about who
should re-pay the balance (parents or the student) can
help a student make smarter choices while understanding
expectations.
• If financial situations change, it can be awkward, but do
not underestimate a student’s ability to understand.
Students are quite aware if there are problems and often
prefer to work towards helping those situations, notworsening them. Up to 70% of students are stressed
about their financial situation regarding universities,
leading to decreased performance in university anddecreased graduate and career outlooks!

University of Cambridge visit for KIST
families, March 24, 2023

If you are reading this as soon as it comes out, you are still
not too late to register for our event welcoming the
University of Cambridge to KIST. It has been more than three
years since their last in-person visit and we are excited towelcome them back. This is open to students from G8–11
and KIST parents from any grade level. We look forward toseeing you there!
Date: Friday, March 24, 2023
Time: 4:30–6:00 p.m.
Venue: Morishita Cultural Center, Multipurpose Hall (3-12-17
Morishita, Koto-ku)
Presenter: Olivia Matthewson, Regional Manager East Asia,
Cambridge Admissions Office
The presentation will cover topics related to thefollowing:• What is it like to study at the University of Cambridge?
• What are the costs involved?
• What grades do you need?
• How do you apply?
• How to maximize your chances of successThank you for reading this far! If you have any questions,please reach out to me via the contact information below.
Thomas Waterfall
University Counselor
thomas.waterfall@kist.ed.jp
Office hours: Monday–Friday, 8:30 a.m.–
5:30 p.m.
University Guidance Office (3F Secondary
Building)