The omet

The New sletter of K. International School Tokyo
Volume 27 | Issue 2 | December 2023

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

14...Avogadro Chemistry Exam

05...Early Childhood News

15...KPASS Music Festival

06...Times Tables Rock Stars

16...Managing the Holiday Season

08...Guest Speaker in DP Physics

17...Athletics Update

09...G9 Camp at Kamigo

19...School Calendar 2024‒25

12, 13...I&S Department Snapshot

20...Spotlight on Clubs

From the Head of School

Dates to Remember

The power of a kind word

At K. International School Tokyo, our mission is not only
to provide academically motivated children with a highquality education but also to cultivate individuals withhigh moral character who contribute meaningfully to ourglobal community. One often underestimated yet powerful way we achieve thisis through the simple act of speaking a kind word.
In a world that can sometimes feel chaotic and fast-paced, the impact of a kindword cannot be overstated. It serves as an example of positivity, creating aripple effect that can positively affect others. When our students engage in actsof kindness through their words, they not only contribute to a supportive
environment but also actively participate in the development of their own moral
character.
Last week, as I hurried past one of the K1 classrooms, a young voice caught
my attention with a cheerful greeting, “Hello, Mr. Yoshihara!” Intrigued, I halted,
turned around, and saw one of our K1 students changing his shoes. The
genuine smile on this little one’s face left me momentarily speechless. In thatbrief moment, a simple, sincere word from a 3-year-old had the power to pause
my day and fill it with joy. It prompted me to reflect on the profound impact weall hold—the ability to bring positivity and delight to others through our words
and actions.
At K. International School Tokyo, fostering a safe and supportive environmentis at the core of our educational philosophy. By encouraging students tochoose kindness in their words and actions, we empower them to build
connections, cultivate empathy, and develop a strong moral compass. These
qualities not only enhance their personal growth but also position them as
responsible members of the KIST community and beyond.
In the journey toward academic excellence, we must not forget the profound
impact that a kind word can have on those around us. At K. International
School Tokyo, we recognize and celebrate the transformative power ofkindness, understanding that it is an essential element in the holistic
development of competent, academic individuals who go on to
make significant contributions to our global community.
Kevin Yoshihara Ed.D.
Head of School/Elementary School Principal

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

December 2023
8 (K3-G5) LEAP classes end
8 (K1-G3) After care not available
on this day
11-12 (G6) Semester 1
examinations
11-13 (G7, G8) Semester 1
examinations
11-14 (G9, G11) Semester 1
examinations
11-15 (G10) Semester 1
examinations
15 Winter celebration (*Cancelled)
15 End of semester 1
15 (K1-G3) After care not available
on this day
16-Jan 7 Winter vacation
18-19 Office open

January 2024
8 (K1-G11) School holiday
8-15 (G12) DP mock examinations
9 (K1-G11) School resumes/
Semester 2 commences
9-26 (G1-G5) Writing diagnostic
testing
12 (G6-G10) Mathematics diagnostic
assessments (*Morning)
12 (G6-G11) Half day for students
12 2024-2025 admissions
applications close
15 (G1-G12) Semester 2 clubs
program resumes
19 Semester 1 reports issued

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In Memoriam
Dear School Community,
It is with deep sadness that we share the news of the passing of our esteemed former Head of
School, Jeffrey Jones. He departed peacefully on Wednesday, November 8, 2023, after facing a
courageous battle with illness. Jeffrey's dedication and remarkable contributions have left an
enduring mark on our school community, and he will be dearly missed.
Jeffrey’s legacy at KIST is one of exceptional leadership and outstanding achievements. From hisrole as a Secondary School Math teacher to his tenure as Head of School from 2014 to 2019, heplayed a pivotal role in the growth of KIST. His dedication led to significant milestones, including ourrapid success in the Diploma Programme.
In honor of Jeffrey’s memory, a memorial event will be held at the school on Monday, January 22,2024, from 2:30 p.m. to 7:00 p.m. This event will provide an opportunity for our community tocome together and celebrate Jeffrey’s life and the lasting impact his vision and passion for
education have had at KIST and beyond.
While we mourn the loss of Jeffrey, we also celebrate the legacy he leaves behind. His dedication,kindness, and extraordinary ability to inspire will forever be remembered. We extend our deepest
condolences to Jeffrey’s family and all members of our school community who have been touchedby his leadership, kindness, and friendship.
As we move forward, let us remember Jeffrey Jones as a cherished part of our school's history, andmay his memory continue to guide and inspire us in our educational journey.
Sincerely,
Kevin Yoshihara
Head of School/Elementary School Principal

Jeffrey Jones“ T h e Co m et ”

V o l u me 2 7 | I s s u e 2 | De c e m b e r 2 0 2 3

New Building Construction Update
were thrilled toreceive the cards.
Thank you toeveryone in
Elementary and the
ESRC for yourthoughtfulness.
With the start of the
new calendar year,
students will finally be able to start using the newbuilding, making 2024 a very memorable year for all.
We are excited by the prospect of seeing the delighted
faces of our students as they enter their new learningspaces.
Soon after this issue of The Comet is distributed, we
will be moving into our new school building, and as I
write this article, I am imagining how busy I am going
to be with never-ending packing. I will do my best tocomplete the move and all other necessary
preparations so that we can welcome everyone backin the New Year.
When we moved from Higashisuna to KiyosumiShirakawa, the construction of a new school building
was one of our biggest dreams. It is very exciting to
finally see it come true. Completion of the newbuilding is a major milestone in KIST’s history.
The new building was completed with the support ofso many people. To aid with construction costs, we
received donations from families across the school.
The commemorative tiles created to record the
donations received have been beautifully displayed on
the wall near the gymnasium entrance on the fifth
floor, so please feel free to take a look when you visit.
The KIST Community Association (CA) also donatedproceeds from various events they have run over theyears, and with these funds, we were able to install an
additional fume hood in the science rooms.
Additionally, the G7 Liu family donated funds to cover
the cost of purchasing hand dryers for all thebathrooms in the new building. A commemorativeplaque inscribed with the phrase “Love Flows, Water
Goes” has been attached to each dryer to symbolize
the goodwill and generosity behind the donation andthe ongoing commitment to providing comfort andconvenience through use of the hand dryers (Love
Flows), and also acknowledges the practical purposeof the hand dryers in removing water from the hands(Water Goes).
We sincerely thank all the families and staff for theirgenerosity in contributing donations to the building
project.
On the initiative of the Elementary SRC, many
beautiful handmade message cards were collected
and handed to the construction crew by ESRC
members to thank the crew for their hard work on the
new building, especially with the recent tight schedule
as completion was nearing. The construction workers

Finally, demolition of our old school building will begin
in January, with our new outdoor field area scheduled
for completion in Autumn of 2024.
I would like to say thank you to our old school building
for 17 years of dedicated service to our schoolcommunity! When we relocated to KiyosumiShirakawa from our old school campus,
I remember everyone working hard topaint the building together. Thank you
for the many happy memories!
Sayoko Naito
Director of Operations3

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PYP News
Unlocking potential: Primary school adventures with IB approaches to learning
For this issue of The Comet, I would like to showcase
how the International Baccalaureate (IB) Approaches
to Learning (ATL) are transforming the way our young
learners engage with knowledge and skills.
At the core of the IB philosophy is the belief that
education should go beyond the mere acquisition offacts; it should empower students to become lifelong
learners who can navigate the complexities of our ever-evolving world. The IB Approaches to Learning
provide a framework that fosters the development of
crucial skills and attitudes, and our elementary schoolclassrooms have embraced this with enthusiasm andcreativity.
One of the key pillars of IB Approaches to Learning is
thinking skills. In our classrooms, thinking is not apassive activity; it’s an adventure, a journey of
exploration. Through activities that promote criticalthinking, analysis, and synthesis, our young minds are
not just absorbing information but actively constructing
knowledge. Take, for example, the K3 and G1 How theWorld Works units where students have engaged in
multiple science experiments while learning to apply
the scientific method. They don’t just memorize
scientific facts but engage in hands-on experiments,
encouraging them to question, hypothesize, and draw
their own conclusions. This not only enhances theirunderstanding of scientific concepts but also instills alove for inquiry-based learning.
Another crucial aspect of IB ATL is the development ofresearch skills. In the elementary school, research is
not confined to textbooks, but extends to the world
around us. Our students are encouraged to ask
questions about the environment, society, and culture,and then embark on small research projects to findanswers. Whether it’s G2 exploring the local flora andfauna in their Sharing the Planet, K2 exploring theirsenses with food from around the world, or G3
understanding different cultures for Who We Are, theresearch skills acquired in these activities areinvaluable, laying the foundation for a future where
information is abundant, and the ability to navigate it isparamount.
Social skills, particularly collaboration, are highly
valued in the IB framework, and our classrooms are
buzzing with the sounds of teamwork. From groupprojects to peer tutoring, students are learning toappreciate diverse perspectives, negotiate differences,and contribute their unique strengths to a common
goal. These collaborative activities not only preparethem for future professional endeavors but also
cultivate a sense of empathy and understanding,essential qualities in our interconnected world.
Communication skills are vital and expressing
ourselves creatively is not just encouraged; it’scelebrated in the elementary school. Through Art,
Music, and even in subjects like Mathematics andEnglish, students are given opportunities to explore
their creativity. Whether it’s G4 producing a visual
representation of a government system, K1 hosting art
exhibitions for their parents, or G5 sharing theirunderstanding of local and global issues through the
Exhibition, these activities not only make learning
enjoyable but also nurture the creative thinking andcommunication skills that are vital for innovation andproblem-solving.
The IB ATL framework also places a strong emphasis
on self-management skills. From setting goals tomanaging time effectively, our elementary school
students are gradually becoming independent
learners. Through activities that require planning andorganization, such as class projects and presentations,they are developing a sense of responsibility for theirown learning journey.
In conclusion, our elementary school classrooms arevibrant hubs of learning where the IB Approaches toLearning are not just a set of principles but a way oflife. Through engaging activities that promote criticalthinking, research skills, collaboration, creativity, andself-management, our young learners are not justacquiring knowledge; they are developing into wellrounded individuals ready to tackle the challenges ofthe future. As we witness the transformation in ourclassrooms, we are reminded that education is not justabout preparing students for exams; it’s about
preparing them for life. And with the IB ATL as ourguide, the adventure of learning continues to unfold in
our elementary school every day.
Oliver Sullivan
PYP Coordinator“ T h e Co m et ”

V o l u me 2 7 | I s s u e 2 | De c e m b e r 2 0 2 3

Early Childhood News
Hello KIST Families. The year goes by so fast, doesn’t it? I cannot believe that I am writing this for the December
issue of The Comet, and we are almost at the end of 2023.
This 2023–24 school year, after the whirlwind that was COVID-19, we were finally able to resume many activities,
such as a family excursions, cooking lessons in the classroom, and inviting parents to school for presentations inboth classes.
Let’s take a peek at some of the activities that the children are enjoying in our K1, K2 and K3 classes.
So many parents in our K1
classes have special skills!
Many of them came to share
their talents in support of thestudents’ studies in the unit
“How We Express
Ourselves”. Can you tellwhat kinds of talents theparents are sharing with the
K1 children in these photos?
It looks like everyone washaving a wonderful time!

K1A

K1B

The K2s are learning to be‘open-minded’ through their
K2A
K2B“Where We Are in Place andTime” unit. Ourinternationally mindedparents came and presented
about their home countries,and students learned about
different places throughcooking lessons that theteachers planned, where
they could eat different foodsfrom different countries eachweek. The K2s also invited
Lia, one of our G5 students,
to talk about her home country. Thank you, Lia, all the children loved your presentation!
Through the unit “Who We Are”, the K3s arelearning and talking about all the different
food choices that we make for various
reasons. Parents visited to share theirfamily’s dietary habits and showed us how tocook those foods, too! The K3s also
discussed their favorite sandwiches and thereasons why they chose their favorite type,made a list of ingredients, went to the nearby
Akafudado supermarket to shop, and thenassembled everything from their list to maketheir very own sandwiches. Great work!!

K3A

There are lots of fun learning activities
happening at school. I know at this sametime, lots of viruses are still going around.
Please eat, drink and sleep well so that you
can stay healthy and have a very happy
winter holiday!
I am very much looking forward to welcoming you all back in 2024!!
Eri Ozawa
Early Childhood Coordinator (K1–K3)/K2A Teacher

K2A/
K2B
K3B

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Times Tables Rock Stars
We’re excited to bring you the latest buzz from thedigital realm of mathematics where our students havebeen unleashing their mathematical prowess with
unparalleled enthusiasm and energy. Yes, we’retalking about the exhilarating world of Times Tables
Rock Stars (TTRS)—an online platform that has
transformed multiplication and division into a thrillingmusical adventure for our students.
TTRS has not only made learning times tables fun but
has also turned it into a competitive spectacle with its
Battle of the Bands tournaments. The recent
tournament had students from different grades vying
for the top spot, and the competition was nothing shortof intense. The leader board and Most Valuable
Players (MVPs) for the tournament are as follows:

We are also thrilled to announce that aBattle of the Bands tournament will now
be taking place every month. Thismeans our students will have theopportunity to showcase theirmathematical skills and compete for top honors on aregular basis. To add to the excitement, we’ll beawarding our winners and MVPs with certificates torecognize their outstanding achievements.
Stay tuned for more updates on themathematical adventures of ourstudents as they continue to rock thenumbers on Times Tables Rock Stars!
Anita Prashar
G3A Teacher

1st—G3A: Riu, Haru, Jino
2nd—G5B: Takuto, Caleb, Elaine
3rd—G5A: Aki, Mirei, Tianyou
4th—G3B: Aneesha, Zihan, Devin
5th—G2A: Akira, Arthur, Kenneth
6th—G4B: You Yu, Alice, Ami
7th—G4A: Tsumugi, Raian, Saif
8th—G2B: Yukimasa, Kenta, Sophie

G2A

A special congratulations is in order for Vaishnavi(G5B), who emerged as the first-ever player to win the
coveted cup for the Most Improved Player. Vaishnavi’s
dedication and hard work in honing her mathematicalskills truly exemplify the spirit of continuous
improvement and growth.

G3A

G4A

Vaishnavi (G5B)

The energy and excitement generated by TTRS have
not only made learning times tables an engaging
experience but have also fostered a sense of friendly
competition among our students. We are incredibly
proud of each participant for their commitment andenthusiasm, and we look forward to witnessing evenmore mathematical marvels in the future.

G5A

“ T h e Co m et ”

V o l u me 2 7 | I s s u e 2 | De c e m b e r 2 0 2 3

KIPS News
From the P0/P1 classroom...
We were worried about how long the hot days would last, but before
we knew it, the cold weather was upon us. Regardless of the weather, thechildren at KIPS come to school every day in high spirits.
Welcoming our first P0 child in two years, this year’s P0/P1 class is full of smilingfaces, and now, a few months after entering the school, the children have become
totally accustomed to daily life at KIPS. After morning classes are over, thechildren have some milk to drink and then start to get themselves ready to go
outside to play. It is still difficult for the children to put on their socks bythemselves, but it is very heartwarming to see them getting their own socks andtrying their best to put them on.
We will continue to support the children in cooperation with their parents so thatthey can overcome these difficulties one by one and continue tochallenge even higher goals.
I hope you all have a pleasant winter vacation.
Minami Nose
Nurse

From the P2 classroom...
Four months have already passed since the start of the school
year. The children have learned their routines at KIPS and are now
able to think and act on their own without prompting by theirteachers. They are enjoying their lessons every day including
Language Arts, Science/Cooking, PE, Art, Japanese and Music.
They also happily participated in their first big event, the Halloween
Party, and wore beautiful costumes.
During my Japanese class, we have a monthly nutrition education
session where we learn about different foods. In the four months
since school started, we have learned about ‘milk’, ‘bananas’ and ‘tofu’. We
talked about who makes each item, how they are produced, and how they are
different from the end products we see in the supermarket or at the dinner table.
The children also tried making butter from milk, learned that bananas are green,
made tofu from soy milk, and experienced seeing and tasting how the items
change with all their five senses. The children listened to the stories with atwinkle in their eyes, and when the items were mentioned, they rememberedthem and talked about them, saying things like, “This banana is not green,” or“We all made this together, didn’t we?”All the staff at KIPS will continue to devise ways to conduct classes andchildcare, not only for nutrition education, but also to see thechildren’s faces sparkling with curiosity.
Yoshimi Machida
P2 Teacher

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IGCSE NewsAs the first semester draws to a close, I encourage you
to engage in conversations with your child about theiraccomplishments and areas for growth. The firstsemester has brought about some noteworthy
experiences and I want to share these with you as wellas what to expect in the new year from an IGCSE
perspective.
First, I would like to invite you to read the student
articles regarding their G9 and G10 camp experiences.
Since the last issue, the G9s ventured to Kamigo in
Kanagawa, while the G10s went to Sunset Breeze
Hota in Chiba. Each group had a memorable andunique camp experience, as detailed in theaccompanying student articles.
Second, I would like to encourage your child to keep
organized through their study timetable and Microsoft
To Do tasks. Hopefully, your child has modified thestudy timetable to best fit their academic and extracurricular activities and allows them to better manage
their time. For the G10s, they should be using thesetools to focus on revising topics from the previous year,
as they prepare for their final exams. For the G9s, they
will be able to use more of the scheduled subject
revision time, as they begin semester 2. Additionally, I

would encourage you to login
to Schoology and view theassessment calendar andindividual classes for your child. This would allow you
to ask questions about what your student is studying
and help them to better manage their progress.
Finally, looking ahead, the G10s have two important
dates before the next issue of The Comet. On
February 23, 2024, the school will host the DP Options
day, where parents and students can receive guidance
and ask questions about potential subject choices.
Also, the G10 mock exams are scheduled for April 1–
11. This will be an opportunity for the students todemonstrate their understanding in each of theirsubjects, as they will take both a Paper 1 and Paper 2
in their respective disciplines.
Thank you for your continued support and involvement
and please feel free to contact me forany questions you may have about the
IGCSE.
Keith Erickson
IGCSE Coordinator

Guest Speaker in DP Physics
PhD candidate, Arnau AlbàIn the ever-evolving world of physics, the opportunity to learn
from experts in the field is a priceless experience. Recently,
our DP Physics students in G11 and G12 had the privilege of
hosting an extended member of the KIST community, Ms.
Albà’s brother and PhD candidate from the Paul Schrerrer
Institute in Switzerland, Arnau Albà.
The enriching experience left an indelible mark on our
understanding of what it takes to undertake a PhD. During histalk, Arnau spoke about the importance of an original
research project, and the impressive facilities that PhD
students can have access to in their research, and also
shared information on the core of his original research about
the uncertainty quantification of spent nuclear fuel withmultilevel Lasso Monte Carlo and machine learning.
bWeb

https://arxiv.org/pdf/2309.00364.pdf

Beyond the scientific content, Arnau shared his personal
journey in the field of physics, offering advice to all our DP
Physics students. He emphasized the importance of curiosity,
resilience and collaboration in the pursuit of knowledge. We
hope many students found inspiration through his words,
realizing that a career in physics and other scientific fields is
not only challenging, but also immensely
rewarding.
Cesar Cely
Subject Area Coordinator—Science“ T h e Co m et ”

V o l u me 2 7 | I s s u e 2 | De c e m b e r 2 0 2 3

G9 Camp at KamigoOn October 5 and 6, the G9s embarked on athrilling camping trip to Yokohama to prepare for
their IGCSE course. During the camping trip, we
visited the Kanazawa Zoo, a nice park with anamazing slide and finally, Hakkeijima Sea Paradise, aseaside theme park that is combined with Yokohama
Bay which includes an aquarium.

Day 1:In the morning, students excitedly rushed to the
biology lab to take attendance and receive initial
instructions about the exhilarating camp ahead of us.
After an hour-long bus ride, we finally arrived at
Kanazawa Zoo—a nature reserve dedicated toendangered species—where we got to stroll aroundthe park in groups and enjoy taking pictures of our
fellow classmates and the animals. After lunch, someof us played volleyball, basketball, soccer, or went on
the obstacle course. Drenched from the heat and fun
from the eventful day, we made our way back to thebus and rode our way to our stay for the night.
Soon enough, we arrived at the camp and received ourrooms and organized our things, claimed our beds,
and headed to the multipurpose room, where we
enjoyed games of dodgeball and volleyball. Despite
the loudness and chaos, we managed to play civil andfair games with one another, eventually ending ourtime there with a comical photoshoot including
cardboard cutouts of ties, glasses, sunglasses,
crowns, and moustaches. After we finished dinner, we
enjoyed warm, enriching baths in the onsens, soaking
up energy for the night to come. The clock soon struck
9, so we stayed in our respective rooms, continuing to
eat all the delicious candies and snacks we brought,
munching as we talked. Some ate chocolates, candies,and bread, while others ate jellies, pudding, chips—noone was left hungry that night! Though a few
classmates slept early in the night, most ended up
staying awake until the early hours of the morning,
whispering (trying not to wake anyone up) as weplayed, chatted, and had an amazing time, as we
made fond memories of everyone like no other.

Day 2:

After a good night’s rest, those whom wanted to visit
the morning onsen woke up at 6.30 a.m. and rushed to
the warm bath. Refreshed from an early morning’s
wash, all the students
gathered in the dining room
where breakfast was served.
After breakfast, we hurriedly
went back to our rooms tocomplete our favorite task:
cleaning up! Following the
goodbye to our comfortablerooms, we were on a roll to
go to Hakkeijima sea
paradise. On the bus rideover to the theme park,
excitement filled the air.
There was conversation
about what rides to explore,
what sea animals to observeat the aquarium and mostimportantly what food to eat at
the food court. Once wearrived at the theme park, wewere all free to go and explore
the park on our own. We all keenly moved through thehuge theme park to discover the numerous rides andintriguing sea creatures. Many of us hurried to thehighlight of the theme park, the roller coaster. Thismassive roller coaster was right above the Yokohama
Bay and was so high up we could glance down onto
the whole of the theme park as well as the vast ocean.
The scenery from the very top of the fall wasmesmerizing although many of us were terrified by theheight of the drop and may have missed the view
ahead of us. The thrill of the roller coaster was overand hungry students headed to the food court where
all students had vouchers to spend there. We eachordered delicious meals from the food court and were
off to enjoy the rest of the theme park.
At the aquarium, students saw a humongous aquarium
tank where beautiful sea animal shows were being
held with radiant, multicolored lights and upliftingmusic. There was also a dolphin show where you
could be splashed by the water droplets created fromthe astonishing performance and tricks done by theintelligent dolphins.
At the end of all the excitement, some students
returned to the stores for a short break. Some grabbed
crispy sweet crepes, fruity and refreshing scoops of ice
cream or bubble tea filled with tapioca pearls. By thetime we had all gotten a chance to look through thetheme park, it was unfortunately time to depart. Someof us held gifts that we had bought as a memory fromthe theme park, while some of us had drinks in ourhands. The two long days had been very eventful andremarkable so many of us were exhausted from all thefun. The bus ride back was quiet and calm comparedto the bus ride on the way to the camp. Many of us had
fallen asleep on the bus. Some students looked overthe pictures they had taken with their digital cameras
over the precious two days while others discussed thevarious memories we had made with eachother and the new experiences we wereable to savor during our trip.
Joanne (G9A)

G9 camp photoshoot9

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V ol u me 27 | I s s ue 2 | Dec em b er 20 23“ T h e Co m e t ”

G10 Camp at Sunset Breeze Hota, Chiba

There was something serene and beautiful about
hiking; one step reaches forward, the otherpushes yourself up, with only the peak in mind. Suchwas what the G10s experienced on the first day ofcamp. The sun was beaming up us as we chatted
excitedly about the 2-day adventure ahead of us,
perhaps the beach, perhaps the barbeque, perhaps
even singing some random songs just to start thefestive mood, away from all the studying and tests at
school. After two hours on the bus, we arrived at thefoot of the mountain, the trees were growing likewildflowers. Everywhere was filled with the green andblue and white, the juxtaposition of Tokyo and its
rushing days quickly gone by like a flip of a book.
After a delicious lunch filled with non-stop chitchat andlaughter, our eyes set on the top of the mountain, 300
meters above sea level, the Nokogiriyama Mountainlooms over us as we slowly took our first steps. Of
course, different stamina meant different speeds,
therefore separating themselves into three different
groups, each aimed for the top of the mountain,
although taking different paths. Struggling yet
determined, each student pushed their limit andarrived at the peak. As we stood at the summit, we
could see the beautiful view of the sea and the place
we were eventually going to stay at for the next twodays.

taking photos with one another. We
eventually ended the night with acampfire while eating a bunch ofburnt marshmallows. This night
was definitely a memorable
moment from the trip as it was when we all came
together as a grade and just had fun.
Early the following morning, we went down for afabulous Japanese-style buffet breakfast where wewere also able to just sit down and chat with ourfriends casually around the table. After that, we went
to the community center for a gradewide dancing
class, where we got to do interactive activities, likechoreographing our own dance. Not only was this an
enjoyable activity but it helped us to put ourcommunication and collaboration skills to use. Finally,
we had the opportunity to enjoy the cool breeze whilst
submerged in the lukewarm water, joyfully and justenjoying ourselves as a final goodbye to camp.
Inevitably though, the day had to come to an end. Or
did it? On our way back, amid the frustrating trafficjam, we made a surprising stop at ‘Umihotaru’. This
place had an observation deck which had a stunningview, and it was a great place to just stretch and hangout with our friends before going back. This marks awonderful end to our G10 camp, an unforgettable one
for the years to come.

The path down the mountain was a quiet one,everyone still reliving the sense of silent joy and pride.
We had some extra time where we rested on the fieldat the foot of the mountain, some playing duck-duckgoose and some just lying down on a sizzling bench
under the sun, the hike was over, and the sun wasgoing orange, but the camp and excitement continued
to live on.

Ananya, Howard, Jiani, Reshma (G10B)

Then, we had three different sessions in the camp.
One session was goal setting, another was yoga andthe final session involved teamwork. As everyone had
started to finish up the sessions, we had all gathered
up on the field and decided to play a game of football
together. While some students were playing different
sports after dinner, the rest were near the seaside

New Face

as a Physical Trainer.

Since the last issueof The Comet, wehave welcomed a new staff
member, Takayuki Sakuma,
who has joined our office teamOn behalf of the school community, we wish Mr.
Sakuma all the best in his new role.

Takayuki Sakuma
Physical Trainer
G10 students enjoying the summit view

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G11 DP CampT

he anticipation was high as I
gathered my things, packing mybag for the upcoming camp. The night
before, I made sure to have all theessentials that Mr. Hiro asked us tobring ready, eager for the next threedays of fun that awaited me.
The first day kicked off with extended
essay and university guidance
sessions with Mr. Gombya and Mr.
Waterfall. Mr. Gombya explained to us
the significance of the Extended essay, choosing our
subjects, and the general process of writing the essay.
In the university guidance session, Mr. Waterfall went
over the key aspects that make a strong university
application and how we can improve, and make a wellrounded application.
The highlight of the evening was cooking delicious
curry together, that we painstakingly made over a firethat we had to make ourselves. The curry, at a glance
looked nothing special but the effort and time we put inmade it taste like it was from a Michelin starred
restaurant. As the sun set, we gathered around acampfire where we laughed and shared scary stories
and saw some impressive dance performances.
Day two started with an exciting TOK session with Mr.
Gombya where we learned about the acquisition ofknowledge and how we know what we know. Later, weembarked on a hike to a breathtaking coastline. The
scenic views of the ocean were soothing and relaxing.
Some of us even swam in a nearby beach where we
saw Mr. Gombya wrestle Kazuki in a WWE-style boutin the water. That might have been the funniest thing in
the entire camp if I’m being honest. At the end of thenight, we all split into groups and each group had toput on a performance where we enacted the events ofthe past two days. We then played some team games,
and called it a night.

On the final day, the excitement continued as we
prepared for a kayaking expedition. With our paddles
in hand, we navigated through the waters, exploring
the tides and embracing the surroundings. We thenplayed some beach volleyball, and me and Zoran
explored the tide pools, finding crabs, fish and many
more cool creatures hiding in the rock formations. It
was a tiring day and as I cleaned up, I realized thatcamp was coming to an end, and that we had to go
back to school the following week.
We packed up our things, thanked the staff andhopped on the bus back to KIST. The bus ride
included several controversial games of UNO, and awell-deserved nap.
As the camp came to an end, I returned home with asense of fulfillment and memories that would last alifetime. I want to thank Mr. Hiro for organizing such a
wonderful experience and all the other teachers (Mr.
Gombya, Mr. Waterfall, Ms. Cowie and Ms. Duncan)
who helped make this experience memorable. I
learned many lessons and I hope that we continue tomake more memories like this as a grade.
Arjun (G11A)

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I&S Department Snapshot
G6 LSP I&S (Ms. Cowie’s class)G6 students have been concentrating on map skills and projections. Their recent task involved
creating a contour map using playdough models of mountains. The students showcased theircreativity by producing a map that illustrates the height and elevation of mountains, depicting how
they would appear on an actual map. During this activity, students also took a moment to reflect on
the challenges faced by map makers in the past.
Aditya and Isabella (G6A) with their mountain models

G6 LSP I&S (Mr. Beaton’s class)On the final day of quarter 1, students in G6 I&S participated in an orienteering
challenge, which saw students navigating from the school entrance to the roof insearch of clues and prizes. Students put their geographical skills to the test using
compasses to navigate and answering questions drawing upon their study of maps
this semester. It was a great way to finish off the quarter before Autumn break andstudents displayed excellent effort and attitude!

G7 LSP I&S—History (2 options)
In G7, students have been learning about the period between 200–1500CE, often
looked at as a ‘dark age’. We have been looking at the significant Roman Empire and
Han China and the impacts of their collapse, but students are beginning to question
the term ‘dark ages’ as we also see a wide variety of empires and dynasties that were
thriving and successful during the time period.
Option 1: Students plotted out key geographical features on the world map andconsidered whether they helped or hindered trade. Then students used this toanalyse the possible impact of specific geographical features on certain empires; forexample, who had access to seas and oceans? What mountain ranges or deserts
may have hindered connection? What innovations or natural advantages allowed
certain groups to overcome these challenges?
Option 2: Students were learning about causation, so they chose a specific empire
and analysed the cause of their collapse. Was it internal, external, or environmental?
Was it for political, social, economic reasons? Here, you can see group work wherestudents personified specific aspects of the empire into body parts (e.g. significant
figures = head, spine = government, cultural achievements = hands, etc). Students
then wrote an ‘Autopsy of an Empire’ to decide what was the ‘sickness’ that finallybrought them down.

G8 LSP I&S —Business
In G8, our I&S curriculum focuses on preparing students for the IGCSE in G9. As part ofthe business unit, students devised new products/services, collaboratively forming
marketing teams to explore target markets, pricing, distribution, and promotion strategies.
They engaged in primary and secondary market research, applying their findings to craftbusiness proposals. Mr. Anil Raj, a KIST parent and successful entrepreneur, generously
shared insights during the students’ market research, offering real-world connections totheir studies. His impactful talk left a lasting impression, and we extend our gratitude to Mr.
Raj for his valuable time and support.
Ms. Holdaway and Mr. Anil Raj with the G8s

G9/G10 IGCSE History
G9s are finishing up their learning about the First World War. They
have been analysing the causes, how the war was fought, andnow the final reasons for and impacts of the Allied victory. Hereare some posters that they made to show the impact of certain
weapons on the fighting.
G10s are firmly in the tense period of the Cold War, looking at how
the different superpowers related to one another through proxywars and ideological debates. We have been discussing how we
can connect our learning to many modern conflicts.
Continued on next page

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V o l u me 2 7 | I s s u e 2 | De c e m b e r 2 0 2 3Continued from previous pageG9 IGCSE BusinessWe have had a great time studying business over the past few months. Especially learning
through Seneca and Blooket at the beginning of the class to review the learning from thelast lesson. We decided to choose Business for the following reasons: we wanted to study
business as we believe that it is useful for understanding what companies want, being a
consumer myself. We recently had an inquiry task on multinational companies in different
countries. The task was very interesting for both of us; we focused on IKEA in thePhilippines and Toyota in America. It was eye-opening to see how the multinationals that
we enjoy were spreading all over the world. For example, we did not know about thevarious rules and laws that companies had to follow in those host countries. We havegained much knowledge in the past few months, and we are excited to keep learningbusiness for the next two years. —Moka (G9A) and Rumi (G9B)

G10 IGCSE Economics

Kento and Howard (G10B) present
their recommendation to the
Monetary Policy Committee(L>R) Fuwa (G9B), Son Kwon (G9B),
Rumi (G9B), Ami (G9A), Luca (G9A),
Dipin (G9A), Linya (G9B), Moka
(G9A), Vardaan (G9A)

During semester 1, students learned about the six macroeconomic objectives (economic
growth, inflation, unemployment, balance of payments, protection of the environment, andincome redistribution) and how governments optimize each of the objectives throughdifferent types of policies. To better understand the relationship between objectives andpolicies within a real-world context, the students worked in teams to recommend whether
the South African Central Reserve Bank Monetary Policy Committee should increase,decrease, or maintain the interest rate. Through the presentations, the groups were able toexplain how monetary policy is used to achieve certain macroeconomic outcomes. The
presentations were completed prior to the monetary policy committee’s decision on taking
action with the interest rate and the teams were then able to compare their findings.

G10 IGCSE Geography
In semester 1, G10 Geography students have been learning aboutdevelopment and human welfare, considering different factors that influence
the two topics. With conflict being one factor that brings significant
repercussions to a country’s development, students examined the ongoing
conflict between Israel and Hamas. Examining this conflict as their case study,
G10 students explored how conflict can bring numerous environmental, social,economic and political impacts that could impede development overall.

G12 DP Business Management

Poster by Alice and AlexIn early October, Mr. Cowe visited the G12 DP Business class as a special guest to give a lesson on leadership andmanagement, specifically about his role at our school. He discussed his responsibilities and previous efforts he made as asecondary principal to better this school. Mr. Cowe is a situational leader—someone who adapts their leadership style for eachtask and member. As such, he also shared his past situations and scenarios as a principal where he demonstrated aspects ofleadership, management, or both. He also uncovered student mysteries, such as why he sits in the corridor during classes
instead of staying in the office: To feel less isolated from all of us students and create a community-like atmosphere. In the end,
we got an opportunity to have a Q&A session, where each student got to ask a question we usually couldn’t get an answer to. I
asked whether he had been hesitant to delegate, to which he answered he had
been many times. Another student asked about methods for keeping staff andteachers motivated, to which he replied, ‘by staying positive and consistent,
whilst being organized.’ He also added that ‘adults are harder to teach thanchildren,’ which the whole class was surprised to hear. We all assumed thatstudent interaction and relations would be the harder aspect of being a
principal; in reality, establishing a positive community also from the teacher’sside was the greatest challenge Mr. Cowe faced every day. Thank you, Mr.
Cowe, for the insightful lesson! —Maya (G12B)

G12 DP Geography
As part of the DP Geography course, students are required to design and execute an
investigation into the urban environment for their internal assessment (IA). This year, thestudents delved into the impact of urban stress, microclimates, and the Urban Heat Islandeffect on urban areas—wherein the built-up urban environment experiences higher
temperatures compared to the surrounding rural areas. The chosen focal point for thisinvestigation was Shinjuku. The primary objective was to examine how green spaces possess
the potential to enhance the environmental quality of an urban area. The students
systematically tested parameters such as particulate matter (P.25), sound levels, temperature,and ground reflectivity at each site. Additionally, some students engaged in collecting survey
data from the public, honing their Japanese interviewing skills in the process.

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Avogadro Chemistry ExamIn May 2023 (2022–23 school year), KIST students took part in
the Avogadro Chemistry Exam, a challenging chemistry exam
run by the University of Waterloo. The Avogadro Exam isdesigned for Grade 11 high school students in their first year of
their high school chemistry course. Topics include: structure ofmatter, bonding, reactions, solutions, and gases. The test
includes a few probing and demanding questions on some of themain topics of high school chemistry.
Worldwide, 4741 students participated in the exam, and 2023 was the firstyear that KIST students took part. In total, 15 KIST students (now in G12)chose to take the exam.
Sample question

Four KIST students were in the top 200 in the world:
Xinyi (G12A), Arnav (G12B), Luer (G12B) and Haruto(G12A). Xinyi was in the 98% percentile and was 86th in
the world, and Arnav was 91st in the world. The world
average score was 40%; KIST students achieved anaverage of 66%.
The Avogadro competition provided a chance for ourstudents to challenge themselves beyond the scope of
the DP syllabus, and show universities theircommitment to their scientific studies.
This was the first year that KIST ran the Chemistry
Waterloo competition, and the results were very
impressive. Well done to all the students
who took part.
Judith Peel
Secondary Chemistry Teacher

The top 3 students in Japan: Luer (G12B), Xinyi (G12A)
and Arnav (G12B)

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15

KPASS Music Festival
On Saturday, November 18, some G6–G10 students
represented KIST at the Kanto Plain Association ofSecondary Schools (KPASS) solo vocal and piano
festival. This was the first time KIST participated inthis festival and our students did an excellent job,taking home gold, silver and bronze awards in theircategories and receiving generous praise andguidance from the festival adjudicators.
Jessica (Eri) (G10A) remarked:

Mimi (G6A), piano
Bronze award

I played Moonlight Sonata III Presto
Agitato by Beethoven for my piano solo. I
strongly believe that this event allowed me toenhance my full abilities, motivating me tocontinue my ambitious passion, sincechildhood, towards classical music. The
power of music is amazing; this event mademe feel that engraved deep in my heart once
again. Thank you, truly.”

Ashlesha (G6B), voice
Silver award

Mr. Rob, Ms. Nina

Kanae (G6C), pianoGold award

Eri Gu (G10A), pianoGold award

Eunhoo (G10A), voice
Silver award

Chak Hang (G10B), voice
Bronze award

Edward (G10B), voice
Silver award

Jiani Li (G10B), piano
Silver award

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Managing the Holiday Season
In Japan, the Christmas and New Year period can be an exciting time. There are so many activities
to go and enjoy, alone or together. In the build up to Christmas there are intricately designed
illuminations, bustling Christmas markets, and Christmas music filled shopping malls, draped in red,green and gold. As soon as Christmas Day passes, the New Year focus begins. This year we can expect dragonthemed decorations to be everywhere we look! Yet, amongst all of these exciting things, there can be particularsituations that feel overwhelming.
Depending on the person, what is fun for one group, may be an anxiety and panic inducing experience for another.
Perhaps, you have noticed that your child struggles to manage a specific situation or is more difficult to engage
with when they know a particular event is approaching. This article is going to focus on the eight senses and how,
if they are over/under stimulated, we can support children.
Before we begin, let’s define two key terms.
1. Under-responder is someone who seeks a great deal of sensory input
2. Over-responder is someone who tries to avoid the sensory input
Matthew Archer
Student Care Coordinator (Secondary)
Sense

Under-responder
behaviour

How to support

Gustatory

Enjoy spicy foods andstrong flavours
After eating a strong flavor,
alertness andengagement increase
Attempts to eat non-food
items

Drink fruit infused water
Have gum with flavour
Bring crunchy/chewy
snacks

TactileNot notice when they are
touchedNot have a good sense ofpressure and inadvertently
hurt others
Seek pressure from a
range of sources (pressing
against a surface)
Not notice strong smells
Not notice toxins or foodthat has become spoiled

Carry fidget toys
Try different textures in asafe space and carry apreferred item of clothing
when out in public for along period of time
Find opportunities forsensory play
Play ‘guess the scent’games
Use herbs and spices
when cooking and invite
the child to smell
Use scented playdoughor markers

VisualEngaged by spinningobjects, bright lights, andreflective items
Finds it difficult to namecolours, shapes, and sizes

Auditory

Failure to notice sounds
Seeks out intense auditory
experiences (turns up
volume inappropriately
high)

Vestibular

Seeks out activities thatprovide rocking, swinging,or other similar movements
Strong desire to jump/bounce regardless of safety
Prone to accidents
Lacks awareness of impact
of moving bodyaggressively in space

Reduce visual clutter
Create visual structures/timetables
Have items for visual
stimulation (e.g. lava
lamps)
Use visual supports to gettheir attention
Watch TV/movies with
subtitles
Touch them gently to gain
their attention
Find equipment / toys thatincorporate morevigorous movement e.g.
trampolines / swings

Olfactory

Proprioception

Interoception

Be unaware of pain/thirst/
hunger signals
Find it difficult to describe
specific emotions

Provide as many hugs,
deep pressure backmassages, or other safe
physical contacts as you
can
Set alarms to takesensory/drink/snack
breaksAsk for your child’steacher to check inregularly

Over-responder
behaviour
Be oversensitive to food
Eat a limited range of foodAppear extremely anxious
when trying a new food
Avoid social settings where
there may be a wide
range of foods/ strong
smells/tastes
Have strong reactions tofabrics / clothing tags
Appears to ‘over-react’
when touched

Have a strong reaction to
smells (gagging/headaches)
Be bothered by strong
fragrances (perfume /chemicals)
Respond to the smell ofcleaning products with asense of nausea
Avoids environments thatare visually overwhelming
Wary of moving objects
Sensitive to bright / flashinglights
Be easily distracted byauditory stimuli
Hear things that others areunable to hear
Nauseous when moving
through space e.g. on aride in a car/theme park
Struggles with movementsthat require precision
Avoids physical contact /timid around others
Develops anxiety in crowds

Have a heightened reaction
to feelings of pain/thirst/
hungerContinue to feel an injury
long after it has healed

How to manage
Use a mellow toothpaste
flavourCreate a list of ‘safe foods’
and bring these wheneating/travelling in public
Reduce sensory stimulation(light/sound) at mealtimes
Choose one fabric and stick
to it
Find seamless clothes
Prepare statements that give
clear boundaries about
touching
Favour bathing overshowering
Use chemical / fragrance
free cleaning/body products
Change the garbage
regularly
Keep rooms well ventilated
Encourage mask use inareas where smells may beoverwhelming
Reduce visual clutter(patterns on walls/clutter on
counters)
Use dim/natural light
whenever possible
Avoid excessive screen time
Use noise cancelling/soundblocking headphones
Be aware of backgroundnoises at home
Take it slowly when trying
new activities
Move slowly down stairs
Place child at front of vehicle
Walk them through expectedmovements in public spaces(lining up / using playequipment)
Avoid unnecessary physicalcontactEngage the vestibular
system to decrease anxiety(rocking/ swinging)
Discuss appropriate ways toreact to feelings of pain (e.g.
not hitting others)

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17

Athletics Update
Fall season 2023
Kanto Plain cross-country

Like last year we had a very large number ofparticipants through the middle and high schools thisyear. Some great efforts this season with many
students greatly improving their personal best times.
Thank you all for putting your heart, soul, and sweat
into our cross-country team this season. Goodbye andgood luck to our grade 12 students Ethan and Yudai!
You two have been a consistent positive influence on
our team and we won’t be the same without you.—Coach Cobbs
A massive thanks to Coaches Cobbs andD’Rozario for their time organizing and taking
students to races! A big thanks to Coaches Owen
and Peel for their efforts as well!

Kanto Varsity boys’, JV girls’, and ISTAA
U-18 girls’ & boys’ volleyball

Our girls’ team played Kanto JV and ISTAA U-18 thisyear. The JV team struggled to start the season thoughvery competitive throughout. In the JV tournament at
YIS, we upset the higher ranked Seisen 2–0 in the QF
and then lost 2–0 to ASIJ in the SF but both sets werevery close. Great tournament! The ISTAA U-18 team
were the reigning champions from last season but
struggled with consistency this year. We finished with 2
wins and 2 losses on the season and blew a 5-point
first set lead to BST and lost 2–0. In the 3rd place
game, KIST beat Columbia 2–1.
This was our first year playing in the Kanto league
Varsity boys division and the boys were competitive inall but one of the games. On a couple of occasions,
someone was missing, which was the difference

between winningand losing close
games. In the
Varsity boys’
tournament @ASIJ (again, one
member was
missing), the boys
started well,taking the 1st set
Varsity boys’ volleyball ISTAA tournament
from BST andleading deep into
the 2nd set only tomake some poor
errors and blow
the chance at a
SF opportunity
losing 2–1. They
recovered in a
non-pressure
game beating YIS
Varsity girls’ volleyball tournament@BST 2–0. In the ISTAA
U-18 boys
division, KIST
finished 4–1 totake the top seed
for thetournament. At thetournament at
Columbia, KIST
were dominantfrom start to finish
beating Columbia
2–0 and DSTY
Varsity girls’ volleyball seniors(last years’
champions whobeat KIST in the final) 3–1 in the final to become
ISTAA U-18 Champions for the first time since 2013.
DSTY had beaten the same BST team in the SF at
ISTAA this year, so it was sweet revenge on two fronts
for our boys. Congratulations!!
A special thanks to all the seniors who have beenpart of the KIST volleyball team for several years:
Selin, Jia Hang, Maya, Stephanie, Haruto, Ethan,
Kaito, Aidan and Shakti. Fantastic effort!!—Mr. Ota

Kanto MS girls’ volleyballThis year the KIST MS girls’ team had the largest
number of participants ever with a total of 30 girls
participating. We had both A and B teams in the Kanto
league and the A team finished 3rd in the league
standings and then 3rd in the season-ending
tournament—a top 3 finish two years in a row! The B
team had less success but worked hard and madeimprovements later in the season.
Great job on getting 3rd place in the Kanto A teamtournament this year. There was some toughcompetition, but we still did great!—Coach McAllister
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Continued from previous pageThank you, Mr. Jay for another season of
successful MS girls’ volleyball!

Kanto Plain Varsity/JV girls’
tennisWe had 18 girls participate in thetennis team this year and were playing
a mix of Varsity and JV games. On
many game days, weather forced cancelations andrescheduling making it a very challenging season, but
the team and coaches persevered.

MS girls’ volleyballKanto MS boys’ soccer

Another year of MS boys’ soccer saw numbers swellto almost 30 boys this year with many G6 students
participating. KIST finished 8th of 10 teams in theleague standing but were a comparatively young teamand the future looks bright.
Great job this season boys! We know it was tough attimes, but with such a young team, there is so muchto be excited about for the future! Thank you toeveryone who participated and made this season andteam atmosphere a success!—Coach Buck and
Coach Archer
Thank you, Mr. Buck and Mr. Archer for the time
you have put in for the soccer teams over the past
few years!

MS boys’ soccer

Kanto Plain Varsity/JV boys’ tennis

Our boys’ tennis team had 15 boys this year with amix of Varsity and JV competitors. We had a relatively
young team and though we had quite a few close
games, KIST did not win any of the team games thisyear. In the JV tournament at ASIJ, KIST had somesuccess with our top-seeded player getting to the QF
round.
A very big thank you to our Secondary Principal,
Mr. Cowe for his efforts in coaching our boys’
tennis team for the past 3 years!!

Overall, the HS girls Varsity tennis team had a very
positive yet challenging season this fall. We played
against six different schools and participated in two
tournaments. In the Varsity tournament at ASIJ, both
Jessica and Shreya won two matches and lost one.
Shreya won against two of the singles players from
Zama and reached the best 16. Jessica won against
YIS and Yokota, but was knocked out in the quarter
final, reaching the best 8. Although we didn’t do sowell in the JV tournament at St. Mary’s, everyone in
the team gave their very best in some challenging
matchups. Of particular note was Yixuan’s quarter
final match, which was a close defeat against one of
the top seeds from Seisen. Well done to everybody inthe team who came to practices and games in what
was a tough season, and our first time taking part inthe Varsity league. A big thank you to Ms. Cowie forhelping out with the coaching. Both Ms. Cowie and I
saw a huge improvement in all players. Good job
everybody!—Coach Alba
A huge thanks to Coaches Alba and Cowie for
their efforts in organizing and time attending
games.
Winter season teams started practices the first weekback from Fall break. I am pleased to announce that
we have officially started the wrestling program (a firstat KIST—thank you Coach Buck!) and are looking
forward to getting our feet wet in the Kanto league
against the ‘goliath’ schools.
We have two soccer teams this year at the HS level(Varsity and JV) as we had about 35 boys try out for
the team. It has been quite challenging for thebasketball teams thus far without a facility, but we aredoing our best under the circumstances and looking
forward to our new gym in January. Baseball will bestarting up in mid-January with Coach Nogami.
At present, the below teams are in action with games
coming up very soon: JV/Varsity boys’ soccer, JV & U-18 boys’ basketball, JV & U-18 girls’ basketball, MS/
U-14 boys’ basketball, and JV & MS wrestling.
From January we will have some home games andwe hope that students, teachers, staff and parents
can come cheer on our teams.
Please check Schoology >> Groups>> Resources for game information
and results.
Dennis Ota
Athletics Coordinator“ T h e Co m et ”

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19

Staff 10!
In this month’s Staff 10!, we arepleased to present Derek Rogers
who joined our Elementary
School instructional team in
August 2018. Initially working asa teaching assistant andsubsequently as an ELS
instructor, he moved into a teaching role in August
2022, and is currently the homeroom teacher for
Grade 1B.
1) Tell us something interesting about yourhometown.
I grew up in Kissimmee, Florida, which is a thirtyminute drive from Walt Disney World. I spent my highschool and college summers working in a souvenir
store there. My job title was a silly portmanteau that I
will never forget: merchentainment.
2) What is your favorite place in the world?
Colossal Café in Minneapolis, Minnesota. I lived in
Minnesota for two years and I met my friend forbreakfast there every Sunday morning. One time I
almost crashed my car as I drove there in a Minnesota
snowstorm because I couldn’t bear to miss our weekly
tradition.
3) Who would you like to meet if you had thechance and why?
Björk! Besides being a talented musician who has
written some of my favorite albums, she has so manyfascinating opinions on creativity.
4) Do you have any special skills or talents?
I once made a cake shaped like my pet tortoise. While
it didn’t hit “Great British Bake Off” heights, I’m proud
to say it wasn’t as bad as something you’d see on“Nailed It!” Plus, it tasted great.
5) Please share a little-known fact about yourself.
I love doing New York Times crossword puzzles. Even
though I’ve done them for years, I can’t finish a
Saturday puzzle (the hardest) without extensive
googling. One day!
6) What is your most prized possession?
I have one of those electronic picture frames that myfamily can remotely upload pictures to. It is such asimple thing, but it brings me so much joy because I
never know when I’ll see a new picture on it. It doesn’thurt that my nephews are so cute.
7) Which IB learner profile attribute do you mostclosely identify with and why?
I would pick reflective, as reflecting on and making
changes based on experience, new knowledge, andhonest self-examination is so important.
8) If you could live your life again, would you doanything differently?
When I lived in Los Angeles, I went to the same
restaurant on three different occasions. All three times,
I saw Jeff Goldblum. I never once approached him.

While I objectively madethe right choice of not
disturbing a human having
a meal, I sure do wish I
had a picture with him.
9) Is there anything you
are trying to learn/
improve about yourself
at the moment?
Over the summer I got a
motorcycle license, and it
has been fun getting better Mr. Derek inquiring into the link
between microphone color andat that. Unlike driving asound quality.
car, I find driving a
motorcycle keeps me present and in-the-moment,
which I love.
10) Do you have any special message for yourfans?
Have a beautiful day!

School Calendar 2024–25
To assist families planning overseas
trips, the dates of school vacation
periods for students and otherimportant dates for the 2024–25
school year are listed below.
Families are asked to makearrangements accordingly to ensurethat students are back in Tokyo ready to start school
after each vacation period on the correct date. The
complete calendar will be distributed in June 2024.
• First day of school for students:
August 19, 2024
• KISTival 2024:
October 26, 2024
• Autumn vacation:
October 27 – November 3, 2024
• Winter vacation:
December 14, 2024 – January 5, 2025
(Classes resume from Monday, January 6)• Spring vacation:
March 22 – 30, 2025
• Golden Week vacation
May 3 – 6, 2025
• Last day of school for students:
June 11, 2025

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V ol u me 27 | I s s ue 2 | Dec em b er 20 23

Spolight on Clubs
Crochet Club (Elementary)

Crochet, the art of creating fabric with a crochet hook and yarn, allows forversatile crafting with materials like thread and wire. In our upper-elementaryclub, we focus on mastering techniques using yarn, primarily the 4 basic
stitches: chains, slip stitch, single crochet, half double crochet, and double
crochet. These foundational stitches open up a world of creative possibilities forour young crafters.
Known for its therapeutic benefits, crochet serves as a stress-relieving andmeditative hobby. Practitioners often experience a sense of achievement andconcentration while creating intricate patterns. Moreover, it enhances fine motor
skills, hand-eye coordination, and encourages creativity, perseverance, andpatience, making it an enriching addition to students’ skill sets.
Comprising 15 students from Grades 3 to 5, our crochet club is divided into two
sections: the first section concentrates on teaching traditional crochet
techniques, emphasizing the significance of patience and practice in mastering
each step; the second section encourages students to explore diverse crochetstyles, such as hand and finger crochet, through collaborative learning. This
structure not only fosters a creative space but also facilitates the formation offriendships and a sense of camaraderie among the students.
Through our club’s inclusive and adaptive approach, students
not only hone their crochet skills but also develop social
connections and a deeper appreciation for
the art of crafting.
Muskan ManwaniClub Supervisor

Drama Club (Secondary)

During the Autumn Break, while most of us were on
holiday, ten brave KIST students from the Drama
Club gathered to attend the annual KPASS Middle
School Drama Festival at the National Olympics
Memorial Youth Centre in Yoyogi. Representatives
from twelve different schools came together to learn
more about performing, practice improvisational
skills, and create new pieces of art with their peers.
The first time that it’s been held since the end of
COVID restrictions, students were able to interact
with each other without masks, letting them express
themselves as fully as possible to attentive
audiences.
Mr. Charlie was present for the event, leading one of the workshop classes for most of the day, but our students
were spread out and working alongside students from the other schools and they’ve kindly provided some quotes
below about their experiences to share with everyone.
Hopefully, the students who attended this year will be able to return next time, with many more interested friends
in tow!
...The KPASS festival has brought me and students from other schools to perform a work. It was a very
interesting experience, and I am willing to participate in next year’s.”...The drama festival helped me build up my confidence. I’m really glad that I participated in this event.”...I was surprisingly able to talk to at least 2 people within my group.”…I went in to do drama, and I came out with more!”...The drama festival is a very good opportunity to make friends from other schools.”...An astonishing experience to return from with so many everlasting memories.”...I got to meet a lot of new people and make some great experiences.”“ T h e Co m et ”

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Nurse’s Notes
Staying healthy this winterThis summer has seen an unprecedented influenza
epidemic, and many people are concerned about thetrend of viral infections in the winter. In particular,children under eight years of age tend to be more
susceptible to viral and bacterial infections than adults
because their immune systems have not fully
developed. It is therefore important to actively adopt a
healthy lifestyle.

How to stay healthy

Practicing good hygiene
Teach good hand hygiene and pay particular attention
to your child’s hygiene before and after each meal andafter playing outside, patting pets, blowing their nose,using the bathroom, and when arriving home fromschool. Reducing germs does not technically boost
immunity, but it is a great way to decrease stress on
the immune system. One of the simplest and mosteffective strategies is washing their hands often withsoap and water.
Have the flu vaccine
The Japan Pediatric Society recommends two doses
for children aged 6 months to 13 years, and one dose
for those aged 13 years and older. It has been shownthat two doses should be given two to four weeks
apart, but it is more effective to give them at least three
weeks apart.
Eating a balanced dietTake enough vitamin A (β-carotene), which strengths
the mucous membranes of the throat and nose, andvitamin C, which helps fight invading viruses.
• Vitamin A: Green and yellow vegetables such as
spinach, carrots, pumpkin and green pepper• Vitamin C: Vegetables, strawberries, citrus andkiwifruit
To relieve fatigue, take vitamin B1, which converts
carbohydrates into energy, and allicin, which improves
its absorption.
• Vitamin B1: Pork, salmon and soybeans• Allicin: Garlic, onion and leek
Regulate the intestinal environment
If the intestinal environment is disturbed byconstipation, etc., the immune system will be
weakened and this makes it easy for the body to getsick, so it is important to keep the intestinal
environment in good shape daily.

Stay hydrated
Drinking enough fluids is also very
important throughout this cold season
because many people are unawarethat cold-weather dehydration exists.
Physical activity
One of the benefits of exercising in winter is that yourchild’s immune system works well to defend itself
against the virus and stress is relieved throughphysical activities, the parasympathetic nervous
system increases, and the body relaxes, which in turnactivates immune cells.
Develop the body’s thermoregulatory function
Immune cells are activated when body temperature ishigh. Let children play outside and exercise as muchas possible to develop their sweat glands and build abody that can properly regulate body temperature.
Encourage sufficient regular sleep
Establishing a regular bedtime to get enough sleep
every night promotes general health, helps children
heal from illness, and improves concentration
throughout the day.
• Preschool (3–5 years): 10–13 hours, including
naps• Children aged 6–12 need 9–12 hours sleep• Teens aged 13–18 need 8–10 hours sleep
Humidification
During the winter, indoor relative humidity can drop
below 30%, which increases virus transmission andother health hazards. Adding moisture to the air you
breathe with the help of a humidifier can relieve healthissues such as cold and allergy symptoms, drysinuses, dry skin, cracked lips and more.
Control specific medical conditions
e.g. asthma, dry skin and eczema. Cold outside air anddryness can easily aggravate the symptoms of children
with asthma and eczema, so make sure to take propercare of your child on your doctor’s advice. It is also
important to choose clothing that is appropriate for theweather and temperature.
I hope you all stay healthy and have a
happy winter break!
Yukiko Yamazaki
School Nurse

Refill vitamin D levels
The body creates vitamin D from direct sunlight on theskin when outdoors and vitamin D reduces the risk of
respiratory infections. Vitamin D is also found in asmall number of foods such as salmon, sardines,
herring, mackerel and dried shiitake mushrooms.
Reference:
Healthy information for western Australians. (2023, March). Staying healthy in winter. Government of Western Australia, Department of Health.
https://www.healthywa.wa.gov.au/Articles/S_T/Staying-healthy-in-winter

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KIST Community Association (CA) NewsCA Team 2023‒24

The enormous response from the school and theparents to the kick-off meeting.

The coffee morning held on September 18, 2023, by theCommunications Committee had a huge response.

Library Committee volunteers diligently participated in a book-covering session.
Volunteers were also actively involved in sorting and pricing books for the book sale
held on October 9, 2023. Despite bad weather and heavy rain, all volunteers reported
for duty, and the event was a successful one.

Safe and secure online workshop by the IT
Committee was held on November 7, 2023.

Tetrapak collection drive by theService Committee.

A second-hand uniform sale was held by the
Events Committee on November 23.

“ T h e Co m et ”

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23

University Guidance NewsIs a gap year the new trend in Asia?
The concept of a gap year between high school and university
is not a new one, but it is something that has been increasingly
common over the past few years. In Europe/United Kingdom, agap year is considered normal, taken by 10% or more of
students, and is even an application option when applying
directly to the UK. However, it has generally been seen in the
US and the majority of Asia as “not an option”, or somethingthat was only for poor performing students. I would like todebunk some of the rumors of a gap year, and even provide
situations when it may be necessary.

When would a gap year be necessary?

The benefit of the International Baccalaureate Diploma
Programme (IBDP) is that it allows us to apply to almost any
country worldwide; however, “application season” differs greatly
from country to country. A few countries are provided below as
examples. There may be more worldwide and if there is a
specific country you are targeting that isn’t common for ourstudents to apply for, please check and/or ask me!

Country

Required gap length

Japan (Courses in Japanese)
Korea (Courses in Korean)Half-year

Australia/New ZealandHalf-year

SwedenOne-year

Denmark and some other
European countries

Not required for entry, but
recommended one-year forsome top schools/majors

Why?
Courses start in Spring, so applications don’t
open until after KIST graduation
Courses start in Spring, so applications don’t
open until after KIST graduation
Not enough time to apply and get a visa after
the IB results come out (cannot apply withpredicted IB scores)
Some schools will recommend because they
will need your final IB results first before
application to make the strongest applications

When would a gap year be a good idea, if not necessary?

A gap year is something more and more experts are suggesting due to increasing mental health and stress issues
for young people. It also provides opportunities that may not exist without. KIST has students taking gaps every
year for a variety of reasons. Below are some common situations where a gap year would be recommended.
•

A student who wants to apply for very competitive US
universities but has few extra-curriculars.
Aiming for Ivy League or similar universities is becoming socompetitive that without a published paper, research/workinternship, patented device, national level athletics, orsomething similar, the route seems impossible. A gap year fora dedicated student would provide the time to achieve
something like this, especially if it has been a struggle to do soin Japan because of time or language.

•

A student who has received offers from universities, but
had tremendous improvement in G12 leading to better IBscores than planned.
A student in this case may have improved so much that theiracademic profile with their semester grades and/or IB Diploma
results have enabled them to apply to universities that they were not eligible for prior.
•

A student who has pushed themselves past their limit and is struggling to simultaneously focus on allof the G12 requirements while also applying to universities.
We all need to prioritize our health and wellbeing. No one can have 100% energy throughout the entirety of
their life and for some students, regardless of academic ability, this is the time to focus on themselves and their
IB courses before taking the next step. A strong application is better than an early one.
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Continued from previous page•

A student who has very ambitious plans for their future(medical school, PhD, law school) and wants to take abreak to travel.
Students with very competitive majors who might be inuniversity for 6+ more years may want to enjoy some timelearning about more global cultures and/or doing some shortexchange program before they commit themselves to their
upcoming academic journey.

•

A student who is facing financial difficulties in terms of
their future studies.
Whether the family needs time to get back on their feet, or the
student wants to take the year working to earn money and/or
searching for scholarship opportunities and/or searching for
more affordable universities (while waiting for the Japanese
yen to hopefully become stronger), it is also not a bad choice.

When would a gap year be a bad idea?

While this article is about the positive ideas behind a gap year, it does not mean it’s something everyone should
consider. The most concerning part is for a student to do a gap year and do nothing productive. For almost every
university across the globe, they will have the question, “Did you take a gap year? If so, what did you do duringthat period?” If you cannot answer that question with something positive, it may mean that your application results
may be worse compared to if you just applied normally during G12.
At KIST, we have around 5–10% of our students taking a gap year each year for many of the above reasons.
When entering G12, it may be a good idea to consider if it is something that would work for you or your child. Partof your KIST tuition covers university assistance for applications during one application season. We are still here
to provide you with full assistance no matter when you decide to apply. So, please be confident, work hard, andmore importantly, take care of yourselves!

KIST graduate forums—Winter 2023‒24

Yet again we have a wonderful selection of graduates to speak with us about their current university lives.
Although a few of these have finished, please check the schedule below for upcoming events and check theuniversity guidance page on Schoology to view recordings for any you have missed this year or last year.
Date and time
(Monday JST)

Name

KIST
Class of…

Forum
language

Undergraduate university

Dec. 4 | 7:30 a.m.

Heet

2023

EnglishGeorgia Tech University, USA

Dec. 11 | 7:30 a.m.

Varun

2023

EnglishDec. 18 | 5:30 p.m.

Hriday2023

EnglishJan. 8 | 7:30 a.m.

Shuonan

2023

EnglishStanford University, USA

Jan. 15 | 5:30 p.m.

Saanvi

2023

EnglishJohns Hopkins University, USA

Jan. 22 | 7:30 a.m.

Su Yeon2023

English

University of Tsukuba, Japan

Jan. 22 | 5:30 p.m.

Hajime2023

Japanese

Waseda University, Japan

Jan. 29 | 5:30 p.m.

Shreya2023

English

University College London (UCL), UK

Thomas Waterfall
University Guidance Counselor
thomas.waterfall@kist.ed.jp
Office hours: Monday–Friday, 8:00 a.m.–5:00 p.m.
University Guidance Office (3F Secondary Building)

Audencia Nantes School ofManagement, France
National University of Singapore,
Singapore