Volume 11 | Issue 4 | June 2009

NEWS@KIST

THE NEWSLETTER OF K. INTERNATION ALSCHOOL TOKYO

Learning for LifeIn This Issue...
Secondary News

Cyber Culture Survey & Other School News

Miscellaneous Updates

Student Representative Council

Nihongo Notes

PYP Coordinator News

Lower School News

New Entrance & ID Cards“Don’tover, cry becauhapp smile bec se it’s
ened
a
use
”
it

A Letter From the Principal’s Desk
Dear KIST Community,
Writing this message for the last newsletter of the year provides me with an opportunity
to reflect on not only the year that has passed but also the years that I have been part of
the KIST Community. The experiences and memories that I have gained during mytime here have been tremendous and something that I will hold dear to my heart for
many years. I would like to thank all of you for being a part of this experience and memory and for providing me with the support that you have given me over the years. Despite being very sad at the thought of leaving the school, and in particular the students
that I have had the opportunity to work with, I am excited about the possibilities andadventures that lie ahead for me.
Although I plan to work with children for years to come, I doubt that I will have an opportunity to work again with such a unique and caring group of students and such a committed and supportive group of parents.
In some of my recent discussions with parents I have had the opportunity to hear fromparents the success that they have seen their children have and the growth of their childwithin the years past. To hear comments about improved critical thinking and creativity
as well as comments about changes in attitude, empathy and cooperation, is a genuine
reminder of the quality of the educational programmes offered at the school, the professionalism of our staff and the open-mindedness of our students.
Thank you once again for allowing me to be a part of your community over the last nine
years and I wish you all success and happiness in the years ahead. I hope to stay intouch with the school community over the coming years and look forward to hearing
about the continued success of K. International students in the years to come.
Sasha Marshall

Looking for Librarian!
KIST is looking for a full-time librarian to start immediately. Candidates need to be qualified in library science or equivalent. Fluent in English (Japanese ability
preferred). Experience working in schools is not necessary but is desirable. Please contact the school office on
03-3642-9993 for an interview. Please let members
outside the school community know of this opportunity
too. Thank you.

DATES TO REMEMBER

June 26th (5:30pm-9:15pm):
Secondary End of Year Event
June 29th—July 1st:
School Clean Up
August 17th—25th:
Summer School
August 27th:
K1 Parent Welcome Night
August 31st:First Day of School
September 8th:
K2, K3, G1 Parent Welcome Night
September 9th:
G2-G5 Parent Welcome Night
September 10th:
G6-G12 Parent Welcome Night
September 21st:
Clubs & ESL start
September 23rd:
Public Holiday

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News @ KIST

Volume 11 Issue 4

Secondary School NewsThe end of the school year has come upon us very quickly. It has certainly been a very productive term for the secondary school. I
wish to congratulate our Grade 12 graduates on a successful completion to their two year diploma studies and wish them all the bestin their future endeavors. I also hope to see them visit us here at KIST when they have the chance. It is always great to hear what
students have moved on to do.
The Grade 11 students have also been extremely busy with their end of year exams and CAS Habitat for Humanity trip, or CAS
Community Service Activities. It is these opportunities that really give students a chance to shine outside of the academic arena andhelp develop other skills.
I would like to thank everyone for their support of the school on Family Day. It was a truly enjoyable day and I look forward to
sharing another one with you next school year. I would also like to thank everyone who has signed up to help out with the moving
bee. Sharing events like this helps build community and gives a sense of satisfaction to see the improvements when finished. I knowthat the changes this little working bee will bring will be appreciated by parents, students and staff.
Reports have gone home today. I ask that you sit down with your child and go through their report and note their successes over thelast two terms. It is also a great opportunity to discuss areas to focus on in the future.
Finally I would like wish everyone a safe and happy summer break. Rest up well because I am sure that 09/10 will bring many morechallenges our way! Anne Grahame Upper School Principal

Miscellaneous Updates
New Building
We are all excited about the upcoming move into our new school building. From August K1-G3 students will enjoy a new space in the ‘West Building’. We are using the move as an opportunity to give ourschool an aesthetic face lift. Thank you to all families who have volunteered, as requested in a recent
letter, to help us with both the cleaning and moving process. From August 2009 the ‘West Building’ will
become the new entrance way for our school and we are looking forward to setting up our new parents
lounge within this entrance area. This space will be available for parents as well as visitors to our school.
New school entrance
From the beginning of the new school year, the location of the main school entrance gate will change to the west side of the school
beside the new west school building. Both Student and Parent ID Cards will continue to operate the gate in the same way as theexisting system. All visitors to the school (including students travelling to school by bicycle) will be required to use the new gate fromthe new school year. From that time, the existing entrance gate on the south side of the school will be closed permanently to visitors.
Only school buses will be able to enter from here.
Staff Farewells
This year we have a number of staff leaving K. International School. We would like to take this opportunity to thank them for thecontribution that they have made to our school and to wish them well for their new adventures.
Jessica Anderson, Priyanga Shimada, Jessica Larson, Clair Wain, Pauline Bockner, Paul Fleuren, Joanna Richards, Adam McGuigan, Brenna McNeil, Jordi Casas, Terry Weston, Russell Ash, David Vinegrad, Anne Conrick, John Fortin, Mihoko Brunton, Alison Cox, Sasha Marshall, Svetlana Klyuyeva, Katinka Van Biljon, Paul Langtree, Katrina Morris and Ligia Lopez.
Thank You, Good Bye and Good Luck
Reminder about Parent ID Cards
Please ensure that you bring your Parent ID Card with you every time you visit the school. If you forget to bring your card, please
use the intercom at the entrance gate to state your name. Please do not enter the grounds without using the intercom, even if thegate is open. Once inside the grounds, please hang your card around your neck or attach it to your clothing so that it is visible at all
times. If you have lost or damaged your card, please apply for a replacement at the office. The use of ID cards allows us to knowthat the holder is authorized to be within the school grounds. This is for the safety of your children and we ask for your cooperationand support in this matter.

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News @ KIST

Volume 11 Issue 4

Amanda Cooke
Lower School Principal

Lower School News
Departmental Changes
As you know, we have appointed Greg Brunton to the position of Primary School Principal for the 2009-2010 school year. Alongwith this appointment, we have made some changes to the structure of the Primary and ECE departments. As you may have noticed
on the 2009-2010 school calendar, the ECE department will now be known as the Lower School and will include students from K1 –G1.
This change has been made in line with educational thinking from around the world that suggests that the inclusion of 6-7 year olds inan early years department is developmentally appropriate. As you are probably aware through experiences with your own family, as
children develop in age they progress in their ability to construct meaning from concrete hands on experiences to more abstract experiences. This is a gradual progression that is addressed through a gradual change in the preparation of the environment and experiences provided in each year of schooling. We believe that through the inclusion of Grade 1 in our Lower School department, we are
best able to provide our G1 teachers with the support, guidance and professional dialogue necessary to provide our 6-7 year old students with a developmentally appropriate program. Please keep this change in mind when reading school documentation regarding
procedures and events; Lower School K1-G1, Primary School G2-G5. In line with this change there will no longer be a K3 graduation at the end of the school year. In alignment with the IB programme, students will graduate at the end of each section of the programme PYP- Grade 5, MYP- Grade 10 and DP- Grade 12.
I am looking forward to working closely with Greg to ensure smooth transition between my current and new role and the transition of
students between the Lower and Primary school. For families in the Lower school, I am excited about working with you to develop
strong home school partnerships and guide your children through the important formative years of their education.
Lower School
In order to provide the very best for our students in these formative years we are making some slight adjustments to the learning program for K1, K2 and K3 students.
Specialist Classes
In acknowledgement of the developmental needs of young learners, where their thinking and learning is not compartmentalized, we
will be taking a more integrated approach with subject areas. Class teachers will incorporate subjects previously taught by singlesubject teachers, into the general class day. All students will continue to have experiences in music, art, physical education and Japanese as they will be integrated into literacy, math, unit and play based experiences. Incorporated in these changes will be the implementation of a new physical education program called PMP (Perceptual Motor Program). This program supports students with developing the physical and coordination skills that will assist them in both academic learning and ongoing physical development. This
program has been run successfully in Australia for many years and requires the assistance of parents to implement it. We will be asking for volunteers for this through our parent support program. Please keep your eyes open for more information about this in the
new school year.
ESL Support
In recognition of the importance of early intervention, we have adjusted the ESL support for our youngest learners. An ESL teacher
will now work in a consultative role with K1 and K2 teachers in order to help them plan and implement effective support structures
for students in the early stages of language learning. Through this support we will increase the communication with parents about thedevelopment of your child’s language skills so that together we can offer the students the support they need to be successful. Whenchildren enter the K3 year, they will continue to be tested during the first term and may need to officially enter the ESL program. We
recognize that there may be some families who would like some additional support for their child even though they are not officiallypart of the ESL program. The K3 afterschool ESL program will now be open and optional for all K3 students (maximum 20 students). After school ESL classes will run as part of the clubs program on Wednesdays and Fridays and will be called ‘K3 Language
Club’. If you are interested in your child being part of this club, please look out for it in clubs information at the beginning of theschool year.

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News @ KIST

Volume 11 Issue 4

Habitat for Humanity“It has been an unforgettable experience…
there was definitely something special…
seeing a whole new side to life”

Leveling the flooring, shoveling sand, mixing bucket loads of cement, laying bricks and repeating the cycle for a week. Sounds like hard
work? Of course! But imagine that this hard work can be a lifetime’s reward for a family who will be able to acquire a decent place for living…Doesn't sound so bad after all, does it?
The long awaited Habitat for Humanity Trip to Chiang Mai Thailand came to an end on 16th June, after several weeks of preparation
leading up to it. We would like to take this opportunity to thank every person who supported us in our endeavor through all the generous
donations and participation in all our fundraisers.
It was truly a rewarding experience to be able to give back to the community by directly contributing to build a house for a family in need.
The true sense of achievement was felt by all at the house handover ceremony where the house we built over our week’s stay there transformed into a home for the lovely homeowners. It has been an unforgettable experience as each member of our team brought back different memories, but there was definitely something special for all through meeting many different people, seeing a whole new side to life,and getting exposure to a beautiful culture.
Thank you once again to everyone for their kind support.
Disha Parikh
Grade 11—on behalf of HFH 2009

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News @ KIST

Volume 11 Issue 4

Stacey Isomura
IB Japanese Teacher/ESL

Nihongo Notes
Nihongo notes are a way for Japanese teachers at KIST to communicate with parents. The following is an example of some ideas which
could be sent either to parents of a particular class or included in the KIST newsletter. The theme of this “issue” is how parents can help
their child in beginning and intermediate Japanese in the primary years.
_____________________________________________________________________________________How can I help my child continue learning Japanese during the summer?
Some questions parents may ask about language learning and their children.
“How can I help my child in Japanese when I don’t speak it myself?”“Why isn’t my child progressing faster in the language? We live here after all!”“What resources are available in English?”
It takes time and motivation to learn a foreign language. The Japanese classes at KIST give students the structures and vocabulary to access the language, but it is up to the individual students to use the language in their daily lives. Students who truly progress in their understanding of Japanese language and culture are those who take the tools they have acquired in class and use them regularly. Some learners
will try to speak to shopkeepers right away while others will listen for several months before speaking on their own. Each child is different
and should not be pressured to perform before he or she is ready. So how can parents encourage language learning outside of the classroom without pressuring their child ?
Parents do not have to speak Japanese to help their children. First of all, parents and children can learn together. Ask your child to teachyou what he or she has learned in class. Your questions will provide your child with the opportunity to review the language in order toexplain it to you. It can also motivate some children to study more so they can teach their new skills to you. You can do Japanese homework together and you will both progress while motivating each other.
One popular way of providing more opportunities for interaction in Japanese is a language exchange. There may be a parent in yourchild’s class who is interested in learning your native language. You can help the parent with your language in exchange for an hour ofnatural Japanese (through play, cooking or games in Japanese). This could be done as a parent/child exchange too. You and your child“teach” the Japanese parent/child pair your language for an hour and they teach you both their language for an hour.
Record a Japanese television program and have your child listen for key words. Write them down and look them up later to ask a Japanese speaker later. Try to find a show that is of interest to your child, so that he or she will be naturally motivated to want to understandthe program.
The most important thing is for you and your child to enjoy using Japanese. Show them that you are willing to make mistakes in the language, that you may have to say things a few times before it is understood. These are opportunities for you to encourage risk taking which
is so important in language learning. If you can try and make mistakes, your child will too and you will see progress in no time!
Some useful web-sites
http://web-japan.org/kidsweb/index.html
Kids Web Japan is a website that introduces Japan to children aged between 10 and 14 who are new to Japan or who live in other countries. The site has quizzes, games, and language learning activities.
It is sponsored by the Japanese Ministry of Foreign Affairs (MOFA) and operated by a Japanese non-governmental organization.
http://www.hellonavi.com/foldera/index.html
This site is for Japanese language learners at local Japanese schools. There are small skits with characters speaking while the Japanese text
appears in cartoon bubbles. You can click on the question mark icon and have the dialogue translated into one of seven languages.
http://www.travelforkids.com/Funtodo/Japan/japan.htm
This site suggests kid friendly places to visit in different parts of Japan. There are also reviews of English picture books about the places
mentioned. This is not a language-learning site, but it can give you some ideas of where to go to practice Japanese learned in the classroom.

Page 6

News @ KISTPYP Coordinator Notes
June 2009

Volume 11 Issue 4

In brief:
PYP
PYP Parent
Parent Survey
Survey results
results
Programme
Programme ofof Inquiry
Inquiry 2009‐2010
2009‐2010
New
New reportreport format
format next
next year
year
PYP
PYP Evaluation
Evaluation –– May
May 2010
2010
New
New PYPPYP Coordinator
Coordinator forfor 2009‐2011
2009‐2011

Results of the PYP Parent Survey
Thank you to all the parents who took the time to respond and submit their preferences for parent information sessions for the nextschool year. Below are the results:
Session types: the most popular sessions were Assessment Tasks (75%) and Research Techniques (62.5%), followed by International‐ism (50%) and The Exhibition (50%) – multiple selections were possible for this part of the survey.
Session Times: the most popular time slot was from 9am‐12pm (62.5%) followed by 12pm‐3pm (37.5%)
Session Frequency: Most parents would prefer that sessions were offered once per term (62.5%)
The data from this survey will be used when considering future planning and scheduling of parent information sessions.
Review of Programme of Inquiry
PYP teaching staff have completed the process of reflecting on our Programme of Inquiry (POI) – the matrix of transdisciplinary units
taught from K1 up to Grade 5. Included in this news letter is the ‘draft’ version of unit timeline taken from next year’s Programme ofInquiry. Please keep in mind that the teaching order of these units of inquiry my change before Term 1 commences, but overall, thisshould give you a general idea of your child’s units of inquiry into for next year.
New Report Format
For several months, we have been redeveloping the Primary School Report format. Our aim is to create a report that clearly demon‐
strates your child’s growth in all areas of the PYP. Our goal has been to produce a report that allows for discussion between reporting
periods. More details about the new report format will be revealed in the new school year.
PYP Evaluation
It is hard to believe that five years have passed since the school was last evaluated by the International Baccalaureate. As part of thelead up to our school’s Primary Years Programme evaluation, staff, parents and students, will be asked to reflect and comment on theschool’s progress toward achieving the standards and practices outlined by the International Baccalaureate.
The self‐study is comprised of four key sections: philosophy, organization, curriculum and students. In the months leading up to theevaluation visit, the school is required to rate its performance in terms of each standard and practice. In order to make this wholeprocess smooth and manageable, the self‐study will commence very early on in the next school year – probably around September or
October 2009.
Following the evaluation team visit in May 2010, our school will receive a report from the International Baccalaureate outlining ourachievements as well as suggestions for making our Primary Years Programme even better. The evaluation report will feed directly
into our school’s ongoing Strategic Development Plan.
New PYP Coordinator
This year, marks the end of my time here at KIST. Replacing me will be Ms Emma Homerlein. Emma has been working in Hong Kong,is an experienced PYP coordinator and is also a workshop leader for the IB. Ms Cooke and I have been in regular contact with Emma tofacilitate a smooth transition from her current school to K. International School.

Paul Langtree
PYP CoordinatorPage 7

News @ KIST

Volume 11 Issue 4

K1
K2
K3

K. INTERNATIONAL SCHOOL – UNIT TIMELINE FOR AUGUST 2009 – JUNE 2010

GRADE 1

1st Unit of In‐
quiry

2nd Unit of Inquiry

3rd Unit of Inquiry

4th Unit of Inquiry

5th Unit of Inquiry

Who we areCentral Idea: With thesupport of those around me I
can learn to make sense of
the world.
Key Concepts: Connection,
Responsibility
Related Concepts: Relation‐
ships, Initiative
Lines of Inquiry:
The need to cooperate inorder to achievesome tasks
How other people help us tomeet our needs
How we use our bodies to
explore the worldWays of understanding theworld through senses

Where we are in place and time
Central Idea: Families haveroutines and celebrations thatmake then unique.
Key Concepts: Form, Function
Related Concepts: Similarities,
Differences, Roles
Lines of Inquiry:
Different types of families
The roles and responsibilities
that families develop
The uniqueness of individuals
within a family
Unique and shared traditions
and celebrations

How we express ourselves
Central Idea: We can communi‐
cate our thoughts and feelings
through the arts.
Key Concepts: Perspective,
Reflection
Related Concepts: Perceptions,
CommunicationLines of Inquiry:
How emotions are expressed
Exploring art forms and associ‐ated materials
The properties of materials andhow they change
Communicating our ideas andemotions through the arts

How the world works
Central Idea: Living things havecertain requirements in order togrow and stay healthy.
Key Concepts: Function, Respon‐
sibility
Related Concepts: Classification,
Living and non‐living, Initiative
Lines of Inquiry:
Observable characteristics ofliving things
Our needs and the needs ofother living things
Our responsibility for the wellbe‐
ing of other living things

K1 and K2 are only
required to complete
four units per year.

Who we areCentral Idea: Human growthdepends on a number ofimportant factors.
Key Concepts: Function,
Change, Connection
Related Concepts: Pattern,
Growth, Transformation,
Relationships, Interdepend‐enceLines of Inquiry:
The constants and fluctua‐
tions of life
The factors that affectphysical, social andcognitive develop‐
ment
Types of diet, exercise andrest
The changes students
have already experi‐
enced in their lives.

How we express ourselves
Central Idea: Stories inform andinspire us; they give us pleasureand help our imaginations grow.
Key Concepts: Form, Perspective
Related Concepts: Structure ,Pattern, Subjectivity, Truth,
Beliefs, Opinions
Lines of Inquiry:
The different types of informa‐tion that books provide
The function of stories withincultures
How stories can provoke ouremotions
The ways that stories help us
meet our needs andwants
How we are story makers

How we organize ourselves
Central Idea: Our activity is
usually connected to the Earth’s
natural cycles.
Key Concepts: Causation, Con‐nection, Change
Related Concepts: Conse‐
quences, Sequences, Cycles,
AdaptationLines of Inquiry:
Features and cycles of the Earthand sky (day, night,
seasons)
How we use the non‐living
environment (snow,
water, air, land)
Human‐made systems (healthand safety) that help use
cope with environmental
change (seasons / cli‐mate)Constants and changes in theenvironment
Activities influenced by theenvironment

Sharing the planet
Central Idea: Plants are a life‐
sustaining resource for humans
and for other living things.
Key Concepts: Form, Connec‐
tion, Responsibility
Related Concepts: Structure,
Growth, InterdependenceLines of Inquiry:
How plants help us and otherliving things meet ourneeds
The structure of a plant
Caring for plant life
Different environments
and their features

K1 and K2 are only
required to complete
four units per year.

Who we areCentral Idea: People recog‐
nize important events
through celebrations andtraditions.
Key Concepts: Form, Per‐
spective
Related Concepts: Beliefs,
Culture, Value
Lines of Inquiry:
What traditions are
How and why people cele‐
brate
Similarities and differences
between various
celebrations

How we express ourselves
Central Idea: By exploring andcreating we are able to findalternative ways of expressing
ourselves.
Key Concepts: Form, Function
Related Concepts: Pattern,
Structure, Communication,
Sequences
Lines of Inquiry:
Patterns around us
How people use patterns
Creating and modifying patterns

How the world works
Central Idea: Forces and simple
machines change the movementof objects.
Key Concepts: Form, Causation
Related Concepts: Properties,
Structure, Consequences, Impact
Lines of Inquiry:
Types of simple machines
Types of force
How simple machines can be
modified
Sources of energy
Uses of energy in our daily lives

How we organize ourselves
Central Idea: Goods are pro‐
duced through a variety ofsystems.
Key Concepts: Function, Change,
Connection
Related Concepts: Systems,
Sequences, Transformation,
Relationships, Networks
Lines of Inquiry:
The origin of different products
The process a product goes
through
The different processing options
for raw materials

Sharing the planet
Central Idea: People interact
with, use and value thenatural environment indifferent ways.
Key Concepts: Causation,
Responsibility, Reflection
Related Concepts: Conserva‐tion, Interdependence, OrderLines of Inquiry:
Local natural environments
Human use of local environ‐
ment
Actions that benefit or harm
the local environment
Significant features on theearth and in the sky

Where we are in place andtime
Central Idea: We record our
discoveries, explorations andjourneys in order to share
our experiences with theworld.
Key Concepts: Change,
Connection
Related Concepts: Growth,
Transformation, Relation‐
ships, InterdependenceLines of Inquiry:
Exploring different ways of
documenting explo‐
rations and journeys
The changes and continuityof our planet
Interpreting the information
we gather

Who we are

How we organize our‐selves

Sharing the planet

How the world works

Central Idea: Natural resources
are essential to life and are alimited resource for many
people.
Key Concepts: Function, Respon‐
sibility
Related Concepts: Processes ,Conservation, Equity
Lines of Inquiry:
Natural resources (water, air,minerals, land) and how
they are used
What happens to resources after
we have used themDistribution and availability ofusable resources
Responsible use of natural
resources

Central Idea: Materials change
depending on the environment.
Key Concepts: Causation,
ChangeRelated Concepts: Impact,
TransformationLines of Inquiry:
The states of matter
How matter can change states
How environments affectmaterials
The properties of materials
The different ways materials canbe usedHow we express our‐selves

Where we are inplace and time

Central Idea: We can commu‐
nicate our ideas and emotions
through expressive move‐ment.
Key Concepts: Function,
Reflection
Related Concepts: Pattern,Communication, Interpreta‐tion, Behavior
Lines of Inquiry:Forms of expressive move‐ment
Reasons for expressive move‐ment
How we can demonstrate ourcreativity throughmovement
The value of expressive
movement

Central Idea: Documenting
history allows us to reflect
and celebrate who we are
and where we’ve come from.
Key Concepts: Causation,
Change, Perspective
Related Concepts: Develop‐
ment , Growth, Family,
Beliefs
Lines of Inquiry:Ways of documenting
personal and family
histories
Personal changes from birth
to present; self andfamilyReflecting on past experi‐ence; generation to
generation
Other changes that we
experience(migration etc)

Central Idea: We all have
responsibilities that makehome and school a caring
and safe place.
Key Concepts: Form, Respon‐
sibility
Related Concepts: Similari‐ties, Differences, Rights,
Initiative
Lines of Inquiry:
The responsibilities and jobs
at home and school
Actions and behaviors that
help us stay safe andshow that we care
Choices and their effects

Central Idea: Communities
provide interconnected services
designed to meet people’s
needs.
Key Concepts: Function, Causa‐
tion, Connection
Related Concepts: Networks,
Systems. Relationships
Lines of Inquiry:
Reasons people live in a local
community
Services needed to support a
community
Planning services for a commu‐
nity

6th Unit of In‐
quiry

These units can usually
run for longer periodsof time and can havetransition units placed
between them.

These units can usually
run for longer periodsof time and can havetransition units placed
between them.

Page 8News @ KIST

1st Unit of In‐
quiry
Who we are

GRADE 2GRADE 3
GRADE 4

K. INTERNATIONAL SCHOOL – UNIT TIMELINE FOR AUGUST 2009 – JUNE 2010

Central Idea: Listening toother people’s perspectives
and communicating our own
points of view help us to live
together more harmoni‐
ously.
Key Concepts: Causation,
Responsibility
Related Concepts: Conflict,
Cooperation, Interdepend‐ence, Initiative
Lines of Inquiry:
Why people feel and think
differently and how
this can lead toconflict
Appreciation of others
perspectives
How differences can be
resolved
Conflict resolution strategies

GRADE 5

2nd Unit of Inquiry

3rd Unit of Inquiry

4th Unit of Inquiry

5th Unit of Inquiry

6th Unit of In‐
quiry

How we express our‐selvesHow the world works

Where we are in place
and time

How we organize our‐selves

Sharing the planet

Central Idea: The things people
do and use change over time.
Key Concepts: Change, Connec‐
tion
Related Concepts: Chronology,
History, Progress
Lines of Inquiry:
How things have and willcontinue to change
Similarities between then, now
and the future
Historical changes within Tokyoand Japan

Central Idea: To meet theirneeds, humans have developed
ways to record and modify
features of the natural environ‐ment and adapt their lifestyle tosurvive.
Key Concepts: Form, Connec‐
tion, Responsibility
Related Concepts: Pattern,
Networks, Rights,, Values,
Initiative
Lines of Inquiry:
The information that maps
provideHow landscapes affect the way
we live
Ways that humans modify andimpact on environments
over time
Valuing and caring for theenvironment

Where we are in place
and time

How we organize our‐selves

How we express our‐selvesCentral Idea: Communities areenriched by their members
and the different perspectives
they bring.
Key Concepts: Function,
Connection
Related Concepts: Role,
Systems, Networks
Lines of Inquiry:
Why communities exist
The difference between needs
and wants
The personal stories of com‐munity members
Expressing group and cultural
identity throughcustoms, structures,symbols, rituals andplacesCentral Idea: We study the
Earth’s natural changes to findways to live with, predict andprepare for them.
Key Concepts: Causation,
Change, Responsibility
Related Concepts: Conse‐
quences, Pattern, Impact,
Adaptation, Initiative
Lines of Inquiry:
The regular patterned changes
on Earth and in the sky
How the earth and sky are used
as resources for predict‐ing patterns
The resources that different
environments provide

Central Idea: Artists choose andmanipulate materials to create
representations of their imagi‐
nation.
Key Concepts: Causation,
Change, Perspective
Related Concepts: Impact,
Transformation, ApplicationLines of Inquiry:Ways in which we use tools andmaterials to express
ourselves creatively
How our imaginings can be
explored in a variety ofartistic ways.
How people explore and express
their ideas through theArts

Sharing the planet

Who we areCentral Idea: Human impacts,
as well as natural change, haveaffected our planet.
Key Concepts: Causation,
Connection, Responsibility
Related Concepts: Conse‐
quences, Impact, Homeostasis,
Citizenship, Initiative
Lines of Inquiry:
The intricate balance of
ecosystems
How living things adapt in
response to changes
The interaction between living
and non‐living things
The role humans play in thebalance of our planet

Central Idea: What we believe
is part of who we are.
Key Concepts: Perspective,
Reflection
Related Concepts: Diversity,
Perception, Responsibility
Lines of Inquiry:
What we believe
How beliefs influence the way
we behave
The impact of religion
and spiritual traditions
on society

Where we are in place
and time

How we organize
ourselves

Central Idea: Exploration ofEarth and space allows us tofurther our understanding of
natural phenomenon and theirimpact on our world.
Key Concepts: Causation,
Connection, Perspective
Related Concepts: Pattern,
Impact, Systems, Opinion
Lines of Inquiry:
The natural curiosity of humans
The impacts of exploration
Interactions and patterns within
systems

Central Idea: Societies aregoverned by a variety ofsystems which impact on the
lives of individuals.
Key Concepts: Function,
Responsibility
Related Concepts: Role,
Behavior, Citizenship, Rights,
JusticeLines of Inquiry:
Types of leadership
Structure and functions oforganizations
The connections between
rules / laws and our
responsibilities

How the world works

Sharing the planet

Who we areCentral Idea: For their own
advancement, humans rely onenergy, creating impact onsocieties and environments.
Key Concepts: Causation,
Change, Responsibility
Related Concepts: Conse‐
quences, Sequences, Transfor‐
mation, Initiative
Lines of Inquiry:
Human use of energy
Energy transformations
Methods of scientific investiga‐tion
Responsible use of energy
Energy sources in the environ‐ment
The impacts of technologicaladvancement

Central Idea: The Exhibition
Key Concepts: Perspective,
Responsibility, Reflection
Related Concepts: Truth,
Opinions, Citizenship, Initiative,
Evidence, Behavior, Action
Lines of Inquiry:
Our rights and responsibilities
as custodians on thisplanetSharing finite resources withall inhabitants on thisplanetRelationships between allliving and non‐living
things on this planet.

Central Idea: Responsibilities
and expectations change as
we grow older.
Key Concepts: Change,
Responsibility, Reflection
Related Concepts: Growth,
Transition, Rights, Citizen‐
ship, Values, Initiative,
Evidence
Lines of Inquiry:
Responsibilities withindifferent groups ofpeople (student
cultures, family,community)
Strategies for coping withchangeRoles within different groupsof people
Personal life skills (includingorganizational
strategies)

Central Idea: Stories are ameans of sharing people’s
perspectives and understanding
about the world.
Key Concepts: Connection,
Perspective, Reflection
Related Concepts: Relation‐
ships, Communication, Beliefs,
InterpretationLines of Inquiry:
Modes of storytelling
Structure of narratives
How and why people create
stories
Feelings and emotions thatstories evoke

Who we are

How the world works

Central Idea: Making bal‐
anced choices about daily
routines enables us to have ahealthy lifestyle.
Key Concepts: Function,
Causation, Reflection
Related Concepts: Systems,
Balance, Consequences, Well‐being, Behavior
Lines of Inquiry:
Behaviors that benefit orharm our bodies
How our body systems areintegrated andcontribute to thewhole
Balanced choices
Consequences of choices

Central Idea: Ecosystems are adelicate balance of living andnon‐living things, all intercon‐
nected and powered by thesun.
Key Concepts: Function, Con‐nectionRelated Concepts: Systems,
Consequences, Homeostasis,
InterdependenceLines of Inquiry:
Features that change during
lifecycles
The aspects of ecosystems
How plants. animals and non‐living things are inter‐
connected

How the world works

How we express our‐selvesCentral Idea: The propertiesof materials are affected bytheir process of production
which influences theireffectiveness.
Key Concepts: Form, Func‐tion, Change
Related Concepts: Proper‐
ties, Structure, Behavior,TransformationLines of Inquiry:
Properties of materials
The uses of materials
Types of materials
The causes of changes inmaterials
How changes in materials
affect their properties
The process of scientificinquiry

Volume 11 Issue 4

Central Idea: Dramatic expres‐sion can be used as a device toexplore and express our own
identity
Key Concepts: Function, Con‐nection, Reflection
Related Concepts: Communica‐
tion, Role, Relationships,
Interpretation, Responsibility
Lines of Inquiry:
Drama as a vehicle for social
comment
How drama can be used toconvey political, reli‐gious and social mes‐
sages
Audience interpretations ofdramatic performances
Dramatic tools – gesture, voice,props, language.

Central Idea: Humans havedeveloped ways to transform,
use and conserve energy.
Key Concepts: Form, Causa‐
tion, Change
Related Concepts: Properties,
Impact, TransformationLines of Inquiry:
Different forms of energy
How humans use, store andconserve energy
Energy transformations

How we organize
ourselves

Where we are in place
and time

How we express our‐selvesCentral Idea: Communities
depend on their ability to
produce goods and services.
Key Concepts: Function,
Connection
Related Concepts: Interde‐
pendence, Supply anddemandLines of Inquiry:
Medium of exchange invarious communi‐
ties
Ethics of exchange
How and in what ways wedepend on otherpeople in otherplacesHow global movement andcommunication
affect the availabil‐
ity of goods andservices

Central Idea: Perceptions
shaped by circumstances, leadto the movement of people
throughout the world.
Key Concepts: Causation,
Perspective, Reflection
Related Concepts: Conse‐
quences, Impact, Subjectivity,
Prejudice, Citizenship, JusticeLines of Inquiry:
Causes of migration
The effects of migration
Causes of prejudice
Conflict resolution
Perception of difference
Diversity of cultures

Central Idea: Through the arts
people use different forms ofexpression to convey theiruniqueness as human beings.
Key Concepts: Function,
Perspective, Reflection
Related Concepts: Perception,
Self expression, InterpretationLines of Inquiry:
The diverse ways in whichpeople express
themselves
How everyone can express
their uniquenessthrough the arts
The role of art in culture andsociety
Arts appreciation

Central Idea: People canestablish practices in order tosustain and maintain the
Earth’s resources.
Key Concepts: Function ,Responsibility
Related Concepts: Conserva‐tion, Equity, Processes
Lines of Inquiry:
Limited nature of Earth’s
resources
Personal choices that canhelp sustain theenvironment
Reusing and recycling differ‐ent materials
Reducing waste

Sharing the planet
Central Idea: Finding peace‐
ful solutions to conflict leads
to a better quality of humanlife.
Key Concepts: Causation,
Perspective, Responsibility
Related Concepts: Conflict,
Diversity, JusticeLines of Inquiry:
Causes of conflict
Conflict resolution andmanagement
Living and working together
peacefully
Democratic process
Different roles in different
contexts

Page 9News @ KIST

Volume 11 Issue 4

School News
Cyber Culture Survey
On the basis of the results from the Cyber Culture survey that was recently completed by our students we will run a further
series of parent information sessions related to Cyber Safety early next year.
We will also be preparing a document outlining the skills and knowledge related to cyber safety which is an important partof developing information literacy as well as developing critical thinking skills. We would like to make this document avail‐able to parents when it is completed in order to support the development of your information literacy at home.
ISA This is the second year that our school has participated in the International Schools Assessment (ISA) for students in
Grades 3, 5, 7 and 9. Families of the students tested and teachers have access to these results and it is an important sourceof data for us to monitor the performance of our students’ as well as that of our IB programmes. As the results are bench‐
marked against a range of other international schools it is an excellent source of data to support our internal assessments.
We will be running the ISA each year with these grades in order to monitor our programmes. For more information on ISA
you can access their website at: http://www.acer.edu.au/isa/ .
New KIST Website
KIST has been developing a new website. Although the process has taken longer than expected we hope to have it launchedready for the start of the new school year.
One of the functions that we are very excited about will be password protected access for staff and parents to view docu‐
ments and access specific areas not open to the public. We hope to include reporting information in this facility and will
send out more details when the website becomes available. You will be able to get a sense of what it will look like from theimage above although we are now compiling a range of suitable images to represent our school. A link will be sent out assoon as it is ready.
Inquiry System Information System
The school is currently waiting for the last stages in the development of an information system called Inquiry System which
will link planning, assessment and reporting functions in the Middle Years Programme and it is this facility that will provide
a link to the new webpage. After the MYP module is launched we will investigate the PYP and DP modules. Our goal is toincrease access for the school community to documentation linked to our units of inquiry including assessment and report‐
ing information. Ultimately we would like parents to be able to access student assessment data and reports online in realtime. Inquiry System will take us closer to reaching this goal.
Curriculum Advisory TeamA number of parents volunteered to participate in a Curriculum Advisory Team looking at some of our curriculum docu‐
mentation. A range of questions were initially posed by the team who met once at the beginning of the term and have been
posting comments and questions on an online document shared by the group. We would like to thank all of the parents who
have been involved in this group. We appreciate very much the time that you have spent and the valuable input that you
have provided. We will send this information out to the whole school community as we recognize that many of the ques‐
tions that were raised may be relevant to other families as well. We look forward to working with you next year.
Damian Rentoule Vice Principal

School NewsWe are now ready to introduce the Student Representative Council (SRC) and proudly announce the role of the SRC as afunctioning body for voicing student opinions. As of now, we are comprised of four members, but from the next academic
year (2009‐2010), we will hold elections for representatives per grade, so as to further extend our aim for incorporating
student opinions. As of now, the SRC includes:
President: James Ha, Grade 11
Co‐Vice President & Secretary: Disha Parikh & Carmina Mancenon, Grade 11
Treasurer: Soomin Hwang, Grade 11
The SRC hopes to play a key role in not just voicing opinions, but also bridging the gap between students of different gradelevels and encourage communication between all. We realize the need to build a sense of community within our school first,
and then working towards extending this to the outer community upon establishment.
We hope to hold several interactive and fun ideas for all students in the months to come, and strengthen the student body inpositive ways. We will keep you tuned about updates!
Disha Parikh– on behalf of the SRC Grade 11