The omet

The New sletter of K. International School Tokyo
Volume 27 | Issue 4 | June 2024

In this issue...
02...Continuous Summer Learning

14...KIST Teacher Co-Authors Paper

05...KPASS Choral Festival

17...Why is the Earth Amazing?

07…Sakura Medal Book Report Contest 20...G11 DP ESS Fieldtrip
08...MUN Club Reports

21...CTH Announcements

10...Summer App Recommendations

22...Class of 2024

13...The Power of Voice31...New Building Opening Ceremony

From the Head of School

Dates to Remember

Celebrating our talents beyond theclassroom

As we approach the end of another incredible school year at K. International
School Tokyo, it’s a perfect time to reflect on the amazing talents andaccomplishments of our students and staff outside of the classroom. We arecontinually impressed by the diverse range of skills and hobbies that our
school community pursues with passion and dedication.
From learning musical instruments to participating in sports, from artistic
creations to culinary delights, each achievement outside of school reflects the
dedication and determination of our students and staff. Whether it’s landing askateboard kickflip, completing a challenging hike, or participating in acommunity service project, every accomplishment is evidence of the wellrounded individuals in our school community.
At KIST, we believe in nurturing not just academic excellence but also fosteringa love for learning and exploration in all aspects of life. Our mission to provide
a high-quality education in a safe and supportive environment iscomplemented by the development of competent, academic individuals withhigh moral character.
This summer vacation is an excellent opportunity for everyone to devote timeto their passions, hobbies, and skills. If you have photos or short videos
showcasing your child’s accomplishments and would like to share them withthe school community through KISTv, please let your child’s homeroom oradvisory teacher know. Your contributions will inspire and motivate others inour school community.
As we celebrate the end of this school year, let’s continue to embrace ourdiverse talents and achievements, making meaningful contributions not justwithin our school but also to the wider world. Thank you for being part of ourvibrant and supportive community at K. International School Tokyo.
Wishing you all a restful and enjoyable summer vacation filled with exploration,
growth, and new experiences.
Warm regards,
Kevin Yoshihara Ed.D.
Head of School/Elementary School
Principal
KIST Learning for Life KIST Learning for Life KIST Learning for Life

June 2024
11 (G5) Completion ceremony(@KIST) (*Evening)
12 (W) Last day of school forstudents (Half day for students)
12 (K1-G11) Semester 2 reports
issued13 (K1-G3) After care not available
on this day
13-28 Office open
15 KIST community festival (Newbuilding opening celebration)
17-28 Summer program session 1

July 2024
1-28 School closed
29-Aug 9 Summer program
session 2

August 2024
15 (K1/K2/K3) [P] Parent welcomenight
19 First day of school for all students
19 (K2-G3) After care begins thisweek
19 (G6-G10) Mathematics diagnostic
assessments (*Afternoon)
19-21 (G12) DP start-of-year
exams
20-22 (G6-G8) GL English
diagnostic assessments
21 (G1-G5) [P] Parent welcomenight
23 (G6-G12) [P] Parent welcome
night

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Recommended Summer Review Workbooks
As we approach the end of the school year, we lookforward to the exciting and well-deserved summer
break. However, with summer vacation stretching forabout eight weeks, it’s important to be aware ofsummer learning loss. This refers to the regression ofacademic skills that can occur when students are awayfrom a structured learning environment for an extended
period.
To relieve this, many families find it beneficial to havetheir children spend a little time each day reviewing
content from the previous year. Consistent, focusedpractice can help maintain and even enhance yourchild’s skills, ensuring they return to school in August
ready to hit the ground running.
To support our students’ continuous learning, we
recommend dedicating 30 minutes each day to mathand 30 minutes to English. To facilitate this, we’ve
compiled a list of recommended workbooks from theUK publisher, CGP.

By setting aside just one hour each
day for academic review, ourstudents can maintain the
momentum of their learning andbegin the new school year withconfidence.
Thank you for your continued support in fostering alove of learning and academic excellence in ourstudents. We wish you a wonderfulsummer filled with fun, relaxation, andenriching educational experiences.
Kevin Yoshihara
Head of School/Elementary School
Principal

Below are some recommended CGP workbooks, mostof which can be conveniently purchased throughAmazon Japan by entering the ISBN. Otherwise, they
can be purchased directly from the CGP website at thelink below:bWeb

https://www.cgpbooks.co.uk/

GradeEnglishNew K3KS1 English Year 1 Reading Comprehension
ISBN: 9781782947585

New G1

New G2

New G3

New G4

New G5

New G6

KS1 English Phonics Buster
ISBN: 9781789080216

Math
KS1 Maths Year 1 Targeted Question Book
ISBN: 9781789089165

Year 2 Grammar, Punctuation & Spelling
ISBN: 9781782941927
Year 2 Reading Comprehension
ISBN: 9781782947592
Year 3 Grammar, Punctuation & Spelling
ISBN: 9781782941316
Year 3 Reading Comprehension
ISBN: 9781782944485
Year 4 Grammar, Punctuation & Spelling
ISBN: 9781782941323

KS1 Maths Workout Year 1
ISBN: 9781841460826
KS1 Maths Year 2 Targeted Question Book
ISBN: 9781789089172
KS1 Maths Mental Workout Year 2
ISBN: 9781841460840
KS2 Maths Year 3 Targeted Question Book
ISBN: 9781847622112
KS2 Maths Mental Workout Year 3
ISBN: 9781841460741
KS2 Maths Year 4 Targeted Question Book
ISBN: 9781847622129

Year 4 Reading Comprehension
ISBN: 9781782944492
Year 5 Grammar, Punctuation & Spelling
ISBN: 9781782941330

KS2 Maths Mental Workout Year 4
ISBN: 9781841460734
KS2 Maths Year 5 Targeted Question Book
ISBN: 9781847622136

Year 5 Reading Comprehension
ISBN: 9781782944508
Year 6 Grammar, Punctuation & Spelling
ISBN: 9781782941347
Year 6 Reading Comprehension
ISBN: 9781782944515

KS2 Maths Mental Workout Year 5
ISBN: 9781841460727
KS2 Maths Year 6 Targeted Question Book
ISBN: 9781847622143
KS2 Maths Mental Workout Year 6
ISBN: 9781841460710

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PYP News
Continuous summer learning
As summer vacation approaches, many elementary
students eagerly anticipate the break from schoolroutines. However, the long holiday presents anopportunity for a different kind of learning journey—one
that is self-directed, exploratory, and enriching.
Continuous learning over the summer is crucial forelementary students for several reasons.

In conclusion, the long summer
holiday break is an ideal time forelementary students to embark on
a journey of continuous learning.
By staying curious, engaged, and active, students can
not only prevent the summer slide but also cultivate alifelong passion for learning.

Firstly, the summer slide, or the loss of academic skills
over the break, is a real concern. Research suggeststhat students can lose up to two months of math andreading skills over the summer months. Continuous
learning helps combat this regression by keeping young
minds engaged and active.

For 2023’s June issue of The Comet, I drew attention to
the Six Traits of Writing and Japanese Writing rubrics in
the PYP Academic Handbook. These resources could
be used to make summer writing journals moreacademic, giving you the chance to work with yourchild, understand the expectations for each grade, andgive advice on how to improve their work (I have copied
the article below this post). Additionally, for Math andEnglish workbooks, please refer to Dr. Yoshihara’s postin this issue of The Comet titled “Recommended
Summer Review Workbooks”.

Moreover, summer learning can foster a love forlearning beyond the confines of the classroom. With
more free time, students can explore their interests,
whether it’s through reading books, visiting museums,
conducting science experiments, or learning a newhobby. This not only reinforces academic skills but also
encourages curiosity, creativity, and critical thinking.
Furthermore, continuous learning over the summer
helps bridge the gap between school years, ensuring asmoother transition when students return to theclassroom in the fall. It prevents the need for teachers
to spend valuable time re-teaching material that wasforgotten over the break, allowing them to delve deeper
into new concepts instead.

If you have any questions on how you
can support your child’s learning overthe summer, please do not hesitate toask.
Oliver Sullivan
PYP Coordinator

How to use the six traits of writing to support your child at home
For this issue of The Comet, I would like to draw yourattention to a new document that has been added to theCommunity portal of the KIST website: the KIST PYPAcademic Handbook.
As we approach the long summer vacation, many of you
may be considering how to support your child with theirwriting. You may have been given advice such as writing
short stories, writing letters to friends and relatives, or
keeping a diary. This is all fine, but you might be unsure ofwhat you should be looking for in their writing.
As you know, at KIST, we follow the Six (plus one) Traitsof Writing which is a widely used framework for assessing
and improving writing skills. It provides a comprehensive
approach to evaluate and enhance various aspects ofwriting. Let’s explore each trait briefly:
1. Ideas: This trait focuses on the content and the main
message of the writing. It assesses the clarity,
originality and depth of the ideas presented.
2. Organization: Organization refers to the structure andcoherence of the writing. A well-organized piece has aclear introduction, body paragraphs, and conclusion,
with smooth transitions between ideas.
3. Voice: Voice represents the unique style andpersonality of the writer. It examines the tone, word
choice and the overall impression the writing createson the reader.
4. Word choice: This trait emphasizes the selection of

precise and appropriate vocabulary. It encourages theuse of vivid, descriptive language to engage the reader
and convey meaning effectively.
5. Sentence fluency: Sentence fluency assesses therhythm and flow of the writing. It looks at the variety ofsentence structures, the balance between long andshort sentences, and the overall readability.
6. Conventions: Conventions refer to grammar,punctuation and spelling. This trait ensures that thewriting follows standard rules of language usage and is
free from errors that may distract or confuse the reader.
The "+1" trait is Presentation, which encompasses thevisual elements of the writing. It considers aspects such asformatting, neatness and overall appearance.
By focusing on these traits, writers can identify theirstrengths and areas for improvement, leading to more
effective and polished written communication. The 6+1
Writing Traits framework provides a valuable guide forwriters of all levels to enhance their skills and produce
high-quality written work.
Obviously, what to look out for can vary a great deal
across the grade levels. At KIST, we have developed ourown writing rubrics which integrate the objectives of thenational curriculum for England with the six traits ofwriting. To help you support your child, these rubrics havebeen published on pages 18–65 of the KIST PYPAcademic Handbook.
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Continued from previous pageYou will find the homeroom writing rubrics on pages 18–
45, and Japanese class writing rubrics on pages 46–65.
For homerooms, except for G1, which has two, each
grade has three rubrics (one for each writing assessment),
and you can see how each“assessment focus” is described
across the SAME leveling system.
(See the example in the image atthe bottom of this page.)

V ol u me 27 | I s s ue 4 | J u ne 2 02 4

ensure the experience is fun and supportive. If they are
old enough, it is best to encourage your child, to engage
with the rubric themselves and self-assess their own work,
then you can discuss their thoughts and set achievabletargets.

When supporting your child, it isimportant to understand that thesedescriptors are for end-of-year
expectations, so be careful to selectthe correct rubric. For this summer, I
would suggest using the rubric forthe class that your child has justgraduated from.
While there may be changes to therubrics over the course of the school
year, these will be minor, andupdated versions will be uploaded
each summer. These resources
should be helpful for you in
supporting your child with theirwriting, however, please try to

Ideas to Enhance Your Child’s Summer BreakPreparing for the summer break can be a challenge forparents. With all the packing and reservations forrooms, flights and those meetings with your favorite
aunts and uncles, there seems to be little room formaterials to stimulate your child’s mind andimagination. I’ve reached back and pulled an article
from the June 2015 issue of The Comet where I offeredsome advice on summer ideas that don’t need to bepacked and come with no hidden costs. It centersaround “review” and it is shelved in your child’smemory. Have a look and see how you can use this toreignite your child’s prior learning.

using the six transdisciplinary
themes, which offer limitlessoutcomes and connections.
Each theme, being wide in its
scope, could be expanded into a full-year course andstill not cover all perspectives and topics. The IB
encourages students to take their investigations as
deep and wide as their imaginations allow. A key
component of the curriculum is the concept of"Action"—applying knowledge to solve real-world
problems. Unfortunately, this aspect is often only briefly
touched upon before time constraints necessitate
moving on to the next theme.

As the school year draws to a close, parents andstudents are beginning to make plans for the summer.
Students might be dreaming of exotic vacations,
mountain climbing, or simply lounging around thehouse. Parents, however, often have more academic
pursuits in mind. One challenge they face ismaintaining the academic achievements their children
have worked so hard for during the school year. Many
families turn to old textbooks or websites to fill the
educational gap, often struggling to find resources that
fit their busy schedules.

Parents are encouraged to become involved in theirchildren’s learning. Inquiry is already established anddocumented in students' reports, portfolios, andmemories. Use these resources to foster
communication about your child's learning. Review
previously covered materials and consider ways toimplement action into your child's understanding of theworld. Briefly exploring your child’s unit topics andasking for interpretations can lead to new andinteresting understandings about subject matter.
Parents simply need to ask questions, listen to theirchild’s answers, and offer their own perspectives todeepen the conversation. In the end, new ideas andunderstandings are developed, making everyone more
knowledgeable about the subjects. The
solution to your summer planning might
be as close as your own child's desk.

The International Baccalaureate (IB) curriculum isdesigned to offer engaging and relevant learning
experiences through the method of inquiry. While it may
seem daunting to continue IB-style lessons
independently, the curriculum's foundation is built onsound questioning, followed by research,experimentation, and reflection. Throughout the school
year, teachers guide students through various topics

Clay M. Bradley
Elementary School Vice Principal

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Early Childhood News
Hello, KIST Families! This is the final issue of The Comet for 2023–24; time flies so quickly. For thisissue, I asked the K1–K3 homeroom teachers to review their year. I hope you enjoy peeking into
each classroom, and I wish you all a pleasant, relaxing summer holiday!
Eri Ozawa
Early Childhood Coordinator (K1–K3)/K2A Teacher

K1A

Every moment of the day in K1A was filled with fun
and laughter. The parents’ contributions and support
greatly enriched our learning experience during the“Homes and Animal Homes” unit. Through theirinvolvement, we explored the differences between
homes in India and France during our virtual
excursions, and we also learned about various homes
in Japan and China. Our one and only long excursion
this year was a highlight, as the children thoroughly
enjoyed their visit to the Tokyo Toy Museum. They had
a wonderful time playing with the hands-on wooden
toys and interacting with their peers.

K2A

As members of an IB school, K2A experienced a lot ofthings about being internationally minded this year. From
the first day of the year, we counted each school day inthe different languages that our children use at home. We
ended up using five languages, and now we have made it
all the way up to 160! We also cooked food from different
counties we learned about in our 2nd unit, Exploration,
like poori from India, turon from the Philippines, nattomaki
from Japan and many others! We also invited talented
people who can speak some additional languages andasked them to read the same book, From Head to Toe, indifferent languages! We tried to learn one phrase, ‘I can
do it’ as we listened to the book! I can do it! 我 会！Kaya
Ko! Je peux le faire! and many others. What fun it is tolearn things we don’t know from another countries! Be
proud to be who you are, K2A friends, and always be kindto others!

K1B

This year was so much fun! We got to go on one
excursion and had the pleasure of being the first to
perform on the stage in our brand-new gym! One of
the highlights for us was definitely spending time with
Ms. Emma's hamster! While learning all about homes,
who needs a home and why we need homes, we also
explored animal homes. For a hands-on andinteractive lesson, we were able to see the hamster
home with our own eyes and watch the hamster run
around the classroom in a ball! It was very cute and agreat experience for everyone.

K2B

To celebrate the completion of our Exploration andStorytelling units in January and March, respectively,
K2B engaged in a thrilling BreakOut game, which is an
educational scavenger hunt. Students became expert“ninja detectives,” collaborating in groups to conquer
various challenges and solving various clues, fromsequencing story events to decoding clues about
different countries. With determination and strategy,
they unlocked each key leading to a triumphant final
prize. Celebrating their success, every participant
received a shiny medal and delightful treats and toys.
K2B demonstrated outstanding teamwork and problem-solving skills throughout the adventure—truly
commendable!

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Continued from previous page

K3A

This year, the K3As have been busy! They werescientists and learned to formulate hypotheses; theyexperimented and reflected on their predictions while
exploring different scientific concepts. They were also
engaged in making our Earth a happy place foreveryone to live in and made their own recycled paper
and upcycled projects, to create “The K3A World”.
They were engaged in hands-on activities, solving
problems with creative solutions! All theseaccomplishments were made possible by their thinking
skills and teamwork! Way to go K3A!

KPASS Choral Festival
On May 8, elementary choir club
students participated in theinterschool KPASS Choral
Festival. As well as showcasing
their singing talents, students
received some workshop
training and had the opportunity
to participate in a large-scalechoral work, singing with 150+
other voices. This was the firsttime KIST has participated inthis event and students are
already excited about taking partagain next year.
Robert Collins and Niña Reyes
Music Teachers

K3B

The highlight in K3B was our exciting journey intoscience experiments! Witnessing the enthusiastic
engagement of our young learners during hands-on
activities was truly delightful. While the scientificmethod might seem like a complex concept for theirage group, actively participating in experiments
empowered them and gave them a sense of control
over their learning process. This happened not only in
TDI but also in Math and Literacy subjects, making
learning even more interesting and rewarding. By
immersing themselves in hands-on activities, thestudents not only learned but also enjoyed theprocess. This approach sparked a genuine interest inthem, encouraging them to persist and cultivate a love
for learning through practical experiences. Seeing theircuriosity and excitement during the experiments was a
testament to the effectiveness of experiential learningin early childhood education.

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KIPS News
This year, the cherry blossoms bloomed
longer than usual, allowing us to enjoy theP0/P1 and P2 picnics with the children in mid-April.
P0/P1 welcomed two new children in April, and boththe children and their teachers are enjoying their lively
preschool life. The P1 children have taken on the roleof leaders, while the new P0/P1 children are doing theirbest to get used to the new routines. The P2s also
willingly help take care of the little ones at the park andduring joint playtime. They are enjoying and learningfrom their lessons as they prepare for their graduation.
It is said that nurturing “non-cognitive skills” isimportant for children’s future success. The period fordeveloping non-cognitive skills is divided into threestages: infancy, early childhood (ages 1–6), and theperiod of school education during childhood andadolescence. At KIPS, we are responsible for part ofthe infancy and early childhood stages. In infancy (0–1
years), stable attachment with caregivers is crucial,and in early childhood (ages 1–6), the spontaneous
behavior developed through play is important.
Children can control their emotions when there are
adults who warmly accept them as they are. Thisemotional stability lays the foundation for thedevelopment of non-cognitive skills such as emotional
control, perseverance, self-belief, and empathy forothers. In the early childhood stage, children seek out
things that interest and amuse them, accumulatingthese experiences through play, which will give them
the power to acquire spontaneous behavior.
While valuing “play in early childhood,” which lays thefoundation for enhancing concentration through fun
activities, KIPS teaches a sense of consideration forothers (cooperation) that grows through the exchangeof “thank you” and sharing, a positive attitude(motivation) to “try more” and “challenge and do mybest,” and asense ofachievement,
confidence, joy
and curiosity.
We do not knowwhat interests
children willdevelop or which
directions they
will pursue in the
future, but wehope to help lay
the foundation
for them as muchas possible.
On Thursday, June 13, we will hold the Completion
Ceremony, and we hope you will be able to join us forthis proud occasion.
Let’s enjoy the remaining school days
together until the end of June! I hope
you all have a wonderful summer
vacation.
Yukiko Jones
KIPS Office Coordinator

From the P0/P1 classroom...
Two new friends joined the P0/P1 class in April. They havesettled in well at KIPS and are having a great time with theirfriends and teachers.
This year’s concert featured a performance of “Wheels on theBus.” This was the first time that the P0/P1 class has
performed together and the days leading up to the concert
were filled with both anxiety and excitement. Concert practice
was held during playtime and after the Goodbye Circle. At
first, the children just watched their teachers dance, but asthey practiced more and more, they began to learn thechoreography and enjoy dancing to the song. During therehearsal and the actual performance, they
were able to go up on the big stage without
crying. Some children danced happily in front of the large audience, while others were a bit shy, but
we are proud of all of them for participating until the end and want to praise them for their efforts.
Hitomi Hirakawa
P0/P1 Teacher

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Continued from previous page

From the P2 classroom...
It is amazing how quickly the months go by and how quickly children growup, and before we know it, it is already June. Students who did not evenunderstand the meaning of “Good morning” when they first entered KIPS
are now talking to each other in English, and we are so happy to hearstories of them speaking English at home as well.
In addition to their English skills, students have spent the past year
focusing on non-cognitive skills (self-control, perseverance, ability to takeaction, ability to think, etc.), which are highly valued at KIST, to make theirlearning in K1 more fruitful. We hope that the students will make the mostof what they have learned at KIPS over the past year and have awonderful time in K1.
Looking back on Terms 6 and 7, we held a “Tummy Exercise” event
sponsored by Yakult Co., Ltd. The Yakult representatives taught us how to keep our stomachs healthy and how to
produce healthy bowel movements. The students were very interested in the various models of stool, and they had
a great time dancing Yakult’s original exercise.
At the Spring Concert, the students were able to proudly show the results of three months of practice in front of theirparents.
The Parents’ Class Observation Day, which was introduced last year and was very popular, was mainly for theparents to see how the children are doing in their daily school lives. We covered the upper part of the entrance toprevent children from noticing, and from the gaps in the cover, parents could see the lesson in progress. We hopethat everyone enjoyed watching their children during a regular lesson.
With the conclusion of our numerous events at KIPS this year, only the Completion Ceremony
remains. We hope that this final event will be a wonderful memory for both students and parents.
Sohta Ohashi
P2 Teacher

Sakura Medal Book Report Contest 2023‒24
The 15th Sakura Medal Book Report Contest, as organized by the International School Japanese
Teachers’ Association, was held again this year. Three students from KIST submitted works in the “Lower
Elementary” division, and five in the “Upper Elementary” division.
As a result of the judging, in the Upper Elementary division, Sho (G5A) and Masayuki (G4B) won
awards for excellence and Wakana (G5B) won an award for effort. Congratulations students!

Lower Elementary division

Upper Elementary division
Sho (G5A)

Masayuki (G4B)(L>R) Itsuki (G2B), Yui (G2B), Aimi (G3A)(Back) Sho (G5A), Amane (G5A), Ray (G5A)(Front) Masayuki (G4B), Wakana (G5B)

Wakana (G5B)

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IGCSE News
Congratulations to our Grade 10
students as they approach the completion of their
IGCSE exams! By the time this issue of The Comet ispublished, they will only have the Chemistry andPhysics exams left. Since the final IGCSE exams
began on May 10, the students have shown good
teamwork by supporting one another through smallgroup revision sessions as they prepared for their
exams, ensuring they were thoroughly prepared foreach challenge. We eagerly anticipate the results,
which will be released on August 22. Congratulations
once more to the Grade 10 students on finishing the
IGCSE curriculum and we are excited to see what you
will accomplish in the Diploma Programme!
Our Grade 9 students are eagerly anticipating their
final year in the IGCSE curriculum. With this transition,
you may have some questions about how to prepare
over the summer. I offer three key recommendations or
the “3-Rs”:
Review past content
Revisit the topics covered in Grade 9 to solidify yourunderstanding of foundational concepts, which are
crucial as you advance to Grade 10. Use tools like
Seneca Learning and other revision sites to strengthen
any areas where you feel less confident.
Reflect on your learning strategies
Evaluate how effectively you organized your studies,including note-taking, adhering to a study schedule,
and practicing with past exam questions. Identify areas
where you can improve and be ready to discuss thesewith me at the beginning of the next school year.
Recharge and Reconnect
It’s essential to maintain a balance of academics withother interests during the summer break, such as
hobbies and physical activity. If you don’t have an
exercise plan you consistently follow, I encourage you
to develop one that you can carry over to the upcoming
school year, as exercise can help manage stress andmaintain focus. Additionally, take this summer toengage with current events and make connections withwhat you learned during the previous school year.
Connecting your G9 topics with their real-world
applications can enhance your understanding andspark further interest in your studies.

Staff 10!
In this month’s Staff 10!, we arepleased to present Emily Cobbs whojoined us in January 2018 initiallyworking as a teaching assistant and ELS instructorin the Elementary School, before subsequently
moving into an ICT teaching position.
1) Tell us something interesting about yourhometown.
My hometown is on the beach, so we sometimes had
PE at the beach. I was on the school surf team. “In
fact, that was my job. Just beach.”2) What is your favorite place in the world?
My favorite place in the world is being in themountains.
3) Who would you like to meet if you had thechance and why?
If I could meet anyone, I would like to meet someone
from pre-historic times to ask them what life was likeback then.
4) Do you have any special skills or talents?
I like to sew and embroider.
5) Please share a little-known fact about yourself.
I don’t really like videogames.
6) What is your most prized possession?
My most prized possession is my health.
7) Which IB learner profile attribute do you mostclosely identify with and why?
The IB learner profile attribute that I most closely
identify with is “Inquirer” since there are so many
wonderful things in life to learn about and experience.
8) If you could live your life again, would you doanything differently?
Nothing.
9) Is there anything you are trying to learn/improveabout yourself at the moment?
I am currently studying for the JLPT N2.
10) Do you have any special message for yourfans?
Thank you for learning about computers with me! Get
outside and have some fun.

Lastly, we are excited to welcome our incoming Grade
9 students to the IGCSE next year, especially with theupcoming G9 camp!
Enjoy your summer holidays and welook forward to seeing you again in the
new school year!
Keith Erickson
IGCSE Coordinator

Mountain lover, Ms. Cobbs (left), sharing the view from thesummit of Mt. Chausudake, an active volcano in Tochigi.

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MUN Club Reports
2024 AOBAMUN
Our experiences at the 2024 AOBAMUN Conference

On April 27, KIST students had an opportunity to participate in the first-ever AOBA Model United
Nations Conference. Representing a wide range of nations and split into two committees, debatingover a domineering issue humankind faces—the threat of AI.
Xintong (G8A) and

Rihana (G8A)
Being the first time for many of the participating KIST delegates, it was a fruitful conference, yielding awide range of viable solutions. With topics ranging from the ethical uses of AI in education to thedependence of AI on cybersecurity, a ferocious debate was ignited, each delegate trying to find cracks in speakers’ arguments.
Through teamwork, though perhaps grudgingly, we managed to finish writing a draft resolution against the clock, watching as
the seconds ticked down from the half-hour we were given. Miraculously, all resolutions managed to pass.

Afterward, a chaotic crisis committee ensued, where each nation fought for themselves to reign supreme in the aftermath of the
hypothetical scenario of the United States bombing Russia. An intense session of debate included some notable moments
where the delegate of India (Kazumune, G7A) attempted to reinstate the caste system across the world, and the delegate of
Switzerland (Xintong, G8A) tried to take over the nuclear weapons of the United States. For their performance at their event,
Xintong (G8A) won an Honorable Mention.
Looking back at the event, the AOBAMUN was an excellent opportunity for all participating delegates, offering a chance tounderstand the different committees of the United Nations. Remembering the passions and fervor with which eachdelegate argued, we hope this will be a valuable steppingstone forward for next year, in which KIST plans to hostits first Model United Nations Conference post-COVID. We look forward to seeing many familiar faces at ourconference next year!
Xintong (G8A)

Japan Metropolitan MUNJapan Metropolitan MUN Conference at Senzoku Gakuen

Sophisticated and complicated ideas proposed in ballistic shouts: this is MUN. This was myfirst MUN—I was extremely overwhelmed. I was the delegate of Jordan on the committee
UNODC for the agenda of minimizing illicit drug trafficking.
I heard that the Senzoku MUN was one of the largest MUNs that was ever coordinated, andit was true, with about 70 delegates in our committee. There were also people from abroad,which I was surprised to hear. I merely did MUN for the sake of participating, and thiscontrasted to those who came from abroad, who had passionate goals in International
Relations. I didn’t realize that MUN was host to such grand aims to those who are
passionate in politics.

Daeseong (G10A) and Jyoti (G10B)

Being around the immense auras of those who love MUN made me a passionate lover for
MUN too. The resolutions discussed were very interesting, where each person had different
perspectives on each topic. Different blocs would try to gain members and there would be abombardment of arguments, with linguistic fists of patriarchy for the assigned country thrown
against each other. Throughout these conversations, I was never the instigator and wasalways absorbing the knowledge shared, but could never publicize them.
This takes me to the next point—my greatest enemy: public speaking. I originally joined
MUN in hopes of trying to improve my public speaking. I thought I would start slow, with asmall number of delegates. However, I was exposed to 70 delegates, who were sharply
staring at each other’s body language, analyzing each other’s ‘uhhhs’ and pauses, patiently
waiting for the moment to strike with a clever retort. This predatory audience created fear,
and resultantly, I didn’t even raise my card to speak. However, I was always blinded by theurgent raising of plaque cards immediately after the chairs spoke—it scared me how
fearless and hungry these monsters were for politics: one blink and there must have beenover 50 cards up in the air. Some even stood up on their chairs in a desperate plea for a
speaking opportunity against the animalistic delegates. I was scared…But I was also
inspired by the sheer passionate hunger and fearlessness of the delegates, which motivatedme to continue with MUN in order to stand victorious against my fears.

Max (G8A) and Han (G8C)

Overall, the Senzoku MUN provided me with a basis for the structure of atypical MUN, and attacked me with the sheer pressure that comes withparticipating in MUNs. However, it inspired me to become these animalistic
delegates that demand authority for their ideas.
Jyoti (G10B)
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Lander (G10B) and Arnav (G10B)

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NAGOYA UNIVERSITY MUNKIST delegates participate at Nagoya University MUN Conference

Nagoya University MUN was the second MUN I attended, and it was by far the most enjoyable experience of mylife. I was the delegate of South Africa under the committee of UNHRC, with the agenda of protecting human rights in detention
centers. This was a sensitive topic for South Africa, and demanded creative use of words and clever manipulation of ideas andtactics from the assigned delegate: myself.
The first day was completely different from the previous MUNs: my heart thumping, skipping a beat when I heard ‘South Africa’;
I nervously whisper “pre-present a-and vot-vo-voting”. I expected a burst of laughter, a laughter that exposed my absoluteworthlessness, nervousness, and fear. This would be the case for the previous MUNs, where the aura of a predatory audiencewould make me fear the worst.
But no.
There was no laughter; no sound; pin drop silence.
“Delegate of Serbia…”
And the list goes on. And on. And on.
Later, I was surprised by the welcoming atmosphere presented. I looked back and the students were smiling at me, laughing
joyfully, and genuinely enjoying each second of the MUN. My posture shifted: a slumpy humpback posture to a confident one.
I raised my plaque card for the opening speech. My heart thumped less. And in less than two minutes, I was done.
“That wasn’t so bad!” I thought to myself.
I raised my plaque card for a total of 19 times throughout the MUN. My heart still thumped throughout the two days, but it was
not from fear, nervousness, or embarrassment—-it was from excitement. I presented my ideas throughout the whole MUN
effectively and was one of the main catalysts for the continuation of major topics like non-refoulment and community integrated
solutions. I also won Best Position Paper in this MUN.
I was originally skeptical of socials, but I became the most enthusiastic about it. I went to absolutely everyone and simply
talked. This never came naturally to me, but the MUN provided me with such a warm atmosphere that I was able to speak
without even thinking. The laughter and joy that spread throughout the room infected others and people who were usually shyer
started to speak. I made many connections with university students, improved my confidence and speaking skills, as well as
planting a seed of curiosity for International Relations.
This was by far the most enjoyable experience of my life, and then I decided that ‘I love MUN’.
Jyoti (G10B)

New Face
Since the last issue of The Comet, we have welcomed a new staff member,
Shion Yamamoto, who has joined our office team as an Administrative
Assistant in the Secondary School.
On behalf of the school community, we wish Ms. Yamamoto all the best in her
new roles.
Shion Yamamoto
Administrative Assistant(Secondary)

School Calendar 2024–25 Update
The dates of school vacation periods
and other important dates wereannounced in the December 2023
issue of The Comet. Since then,however, two changes have been
made as shown below. We apologize
for any inconvenience these changes
may cause.
The complete calendar will be distributed soon.

• KISTival:(Will not be held in 2024)• Winter vacation:
December 14, 2024 – January 6, 2025
(Students return from Tuesday, January 7)

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Summer App Recommendations
Best apps for summer 2024 (and beyond!)

With this summer set to be the hottest summer on record, many of us will be forced to spend more timeindoors and out of the sun. This provides good opportunities to focus on positive and productive things,
rather than ‘doom scrolling’ through social media apps or continuous playing of games (which are fine inmoderation, of course).
Here are three apps that are highly recommended by educational professionals for widely different
reasons.
Matthew Archer
Student Care Coordinator (Secondary)

GoNoodle Kids Videos

Suitable for: Ages 6–12
What is the focus of the app?
GoNoodle Kids encourages
young people to use their device
actively, rather than passively.
The video library (300+ at lastcount) features videos ofvarious lengths that focus on
physical and mental wellbeing.
Yoga, dance, and breathing
exercises are just a few of thevideo types available. Many ofthe videos are
instructor led tomake it easierfor younger
students.

DreamyKid

Suitable for: Ages 3–17
What is the focus of the app?
DreamyKid can be usedduring the day or for when it
is time to go to sleep! There
are a wide variety of topics
included, and there are bothaudio and video options. The
purpose of the app is to help
young people self-manage
anxieties they are having anddevelop regulation
techniques
they cantake into
adulthood.

7 Cups Therapy

Suitable for: Teens 13+
What does the app focus on?
7 Cups users can use the chat function totalk one-on-one with trained listeners andparticipate in supportive community groups
and forums. This is a specialized app for
teenagers. The one-on-one listeners arevetted, and the chat function is anonymous,
offering a non-intrusive way to open up toanother person. There are some paidfunctions within the app, so do speak toyour child about the importance of not
paying for content without
adult consent. This app’s
popularity seems to be
spreading quickly in
professional circles.

Guest Speaker in DP Physics
University of Colorado Boulder, Professor Nils Halverson
In the ever-evolving world of physics, the chance tolearn from leading experts is a priceless experience.
Recently, our DP Physics students in Grades 11 and 12
had the exceptional privilege of hosting Professor Nils
Halverson, who is spending his sabbatical year here inTokyo.
Professor Halverson is renowned for developing
millimeter-wavelength instrumentation to study theorigins of the universe through observations of theCosmic Microwave Background (CMB). This work is
crucial for gathering evidence of gravitational waves
released during an early period of inflation and forconstraining the neutrino mass. Additionally, his
research helps us understand the growth of cosmic
structures and the nature of dark energy.
Currently, Professor Halverson is a co-investigator on
two groundbreaking CMB experiments: the South Pole
Telescope (SPT) and Polarbear/Simons Array. He is
also a co-investigator on a NASA Technology
Development Grant aimed at advancing focal plane
technology for LiteBIRD and other next-generation CMB
space missions.

We owe thisincredible
opportunity to Mr.
Kilty, who had thechance to meet
Professor
Halverson. A huge
shout-out to him
for making thispossible. Here is alink to Professor
Halverson’s
enlightening
presentation:
LINK
Our students were deeply inspired by the insights that
Professor Halverson shared with us. This experience
not only enriched their understanding ofphysics but also ignited their passion for
exploring the mysteries of the universe.
Cesar Cely
Subject Area Coordinator—ScienceV o l u me 2 7 | I s s u e 4 | J u n e 2 0 2 4

G11 TOK Exhibition 2024

T

he TOK Exhibition is a project by which
students link a knowledge question (e.g. Are
some things unknowable?) to three real-life objects
using TOK concepts they learnt through class.
While the exhibition itself is on paper, the event heldon April 17th was an opportunity for G11 students topresent one of their objects to G10 students to help
with their understanding of what TOK as a subject
encompasses. The G11s set up stalls around the
6th floor, with decorations and props to demonstrate
their object and their ideas. On the day, the G10s
went around each stall to listen to a 2–3-minute-longpresentation about different prompts, and gave thepresentation a score through Microsoft forms.
My exhibition was about the prompt: “What is therelationship between knowledge and culture?”, and I
chose Wok Hei as the object to present. One of themost challenging aspects of the exhibition was
explaining the object, as Wok Hei is an intangible
aroma in Cantonese cuisine, and many othergroups also had abstract objects that required
thoughtful explanations. For me, my prop, which
was a wok I borrowed from a friend, enhanced myexplanation of Wok Hei as I could demonstrate how
the technique of shaking the wok leads to theformation of the Wok Hei aroma. I also had somestudents actually try shaking the wok to experience
the difficulty of shaking it with the correct technique.
Throughout the event, I continually revised the way I
deliver my explanations, whether it be the length,
the speed or the wording of my explanations, toensure that the G10s understood what I meantverbally; this was especially important as nosupporting videos were allowed. Thus, thisexhibition was great practice for public speaking andpresentations, and I definitely exercised mycommunication skills as well as my timemanagement skills. Overall, I think this exhibition
was a fantastic opportunity for G11 students toremind themselves of their exhibition while
practicing their presentation skills, andfor G10 students to get a sneak peek atwhat TOK would be like for them nextyear.
Fumie (G11A)“ T h e Co m et ”

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KPASS Modern Music Festival
On a bright and sunny (finally!) Saturday of April 13th, the KIST RockBand journeyed an hour away to Yokohama International School toparticipate in the first ever KPASS Modern Music Festival. In themorning, we took part in workshops (including one led by Mr. Rob).
We played three very well-known songs: “Angels” by Robbie
Williams, “Sweet Home Alabama” by Lynyrd Skynyrd and“Superstition” by Stevie Wonder. I was playing the keyboard/rockorgan and vocals, G10A’s Flora was on vocals, G10A’s Ulala was on
the bass and vocals, G10B’s Jiani was on the keyboard, G6A’s Koh
was on the drums, G9A’s Saumitra was also doing both guitar andvocals, and G9A’s Rian on guitar, delivering what was possibly thehighlight of the concert with an awe-inspiring solo on “Sweet Home
Alabama”.
The KPASS Modern Music Festival was undoubtedly an
unforgettable experience for me personally. It was absolutely
amazing to be able to share the stage with other talented musicians
and represent the school in an artistic way. Performing for students
from other schools was definitely a unique experience, but watchingthem perform their own songs was truly inspirational and motivating
for the entire band going forward, providing us with a multitude of
new ideas for future arrangements.
We greatly thank Mr. Robert, Mrs.
Nina and Mr. Rowlands for all of
their support throughout the year!
Edward (G10B)

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The Power of VoiceIn LSP English, there is a non-fiction unit in
G7 that is aimed at enhancing students’ criticalunderstanding of our world. Covering important topics
such as feminism, climate change, racism, andhomophobia, we aim to equip students with writing
skills necessary to craft speeches on subjects they feelstrongly about. These speeches were delivered inclass, where classmates voted for three winners,
before they advanced to the final round of ‘The Powerof Voice’ competition.
Last Friday, the nine winning speakers went head-tohead in ‘The Power of Voice’ competition, enlightening
both students and teachers about social issues in ourworld. The topics ranged from women’s rights andgender discrimination to football, climate change,
academic streaming, parental overcontrol, ecocide,and AI domination. Energy filled the room as theaudience held motivational placards tosupport their teammates for this event.
Olivia Kemble-Clarkson
Secondary English TeacherT

his event was a wonderful opportunity to not only
learn how to present about a topic we were interestedin, but also a great opportunity to absorb countlessdifferent perspectives on different social issues. When I
was doing research on my topic, I was able to go from:“this topic intrigues me very much” to “I am confident
enough to present and share my knowledge to an audience”.
Moreover, this event made me reflect and think: what makes aneffective speech? What devices should I include? How should I start/
end the speech? How can I attract the audience’s attention? Despite
not making it to the final competition, I was moved by EVERY speech I
heard, and I relished this monumental experience. —Ann (G7A)

I

was intrigued by ‘The Power of Voice’ speeches as they
provided the students with voice and liberty—I wasreally impressed by how the speakers used diverse
devices to embed ethos, pathos, logos into their speech
and attract the audience. Now that I understand more
about climate change related topics, I feel galvanized to
become an advocate for this global issue! This experience helped me
to realize that this world is beautiful, but also full of many problems thatmust be fixed. Congratulations winners! —Jun (G7A)

I

learned that there are many global issues and how it is important to raise your voice to support
marginalized groups. I was impressed by the variety of topics that ranged from “why Ronaldo is the best
athlete” to “women’s rights”. I also learned statistics about why overworking is bad for you and became
fascinated by the topic of napalm being an act of ‘ecocide’. Many speeches made me feel the urge toimprove, help and solve issues; some made me feel engaged and relaxed, some made me feel frustrated
and disheartened, but out of all the speeches, I found one especially engaging: “Gender Discrimination”,
delivered by Angelina. Her use of tone, pitch, eye contact and language techniques perfectly communicated themessage about how gender discrimination will affect us. Every anecdote, every sentence was expressing theimportance of this matter. This unit helped me to shape my skills on the use of language, techniques, and structure.
—Xiaoye (G7A)

F

rom this year’s Power of Voice competition, I learnt the significant influence that powerful speeches
have on an audience. The speeches made me feel inspired and emotional, particularly the uplifting
speech shared by Luca in Mr. Archer’s class about overcoming climate change. His story was not only
engaging with the use of DAFOREST but also demonstrated the power of courage and commitment put into
the speeches in order to present it to a wide range of audiences. This competition has significantly
enhanced my understanding on public speaking and effective communication. The first few speeches
presented on the first day in class really helped me develop my confidence and ability to convey emotions throughwords. Finally, to my peers and winners, I would like to congratulate you for sharing your incredible speeches with us.
These performances have set a high standard for the upcoming G7s. —Aswath (G7A)
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Continued from previous pageF

rom the Power of Voice competition, I learned how powerfulspeeches could actually be about society. I felt moved, as if I
wanted to go and scream to the rest of the world how horrendously weare treating our planet and our people. Topics relating to women’s rights/gender equality and parental
control were the speeches that really made me feel that humanity isn’t trying to takes the steps with thelegs that we already developed centuries ago. As stated in one of the speeches, ‘You can’t start a fire
without a spark’, and our younger generation is the one meant to make this spark. These speeches taught me that
actions must be taken, and they must be taken now. This unit helped me improve my speech writing skills significantly,
which helped me give a proper message to my audience. I want to thank the winners for giving me a wider view of oursociety’s conditions, which led me to try and take action for these ongoing issues. —Samiksha (G7A)

KIST Teacher Co-authors Scientific Paper
KIST Secondary Biology teacher, Jamee-Grace Rose, has recently become a co-author of apaper on CRISPR gene editing in the Scientific Reports journal from ‘Nature’ for work she didpreviously at the University of Minnesota. Miss Rose shares details of her experience below.

F

rom 2020 to 2021, I worked as a researcher at the University of Minnesota. I worked alone
in the laboratory nearly the entire time due to the coronavirus pandemic. My role was todevelop an ‘in-house’ method that used CRISPR to genetically modify stem cells.
Stem cells were collected from patients with a particular gene that increases the risk of developing
neurodegenerative conditions (such as Alzheimer’s). The aim was to ‘correct’ the abnormal gene in thepatient stem cells to test for gain of function.
Then to do the reverse; genetically edit nondiseased stem cells to diseased, to test for lossof function.
Throughout the year through many virtual
collaboration meetings, failed, repeated andsuccessful tests, we finally created cell lines that
had been genetically modified using CRISPR!
This journal article is the fruit of our labor.

Congratulations to Miss Rose on this wonderfulachievement! We hope your experience helps inspirebudding scientists among the student body to pursue
their scientific interests in the future.
The full article may be viewed at the link below.
bWeb

https://www.nature.com/articles/s41598-024-60766-4

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Why is the Earth Amazing?
April 22 is Earth Day, a special occasion
that brings us together to appreciate andprotect our beautiful planet. This year, our
G8A Science class embraced thecelebration with enthusiasm and curiosity!
We kicked off our Earth Day festivities by watching two
captivating specials that transported us into thewonders of our world.
On Magellan TV (https://www.magellantv.com/video/
dynamic-earth), we journeyed through time with
Dynamic Earth, witnessing the incredible systems thatmake the miracle of life possible.Then, on Curiosity
Stream (https://curiositystream.com/video/8051) we
explored the vibrant marine life in the documentary A
Day on the Reef, discovering the intricate web of lifethat sustains our oceans.

Our class was inspired by these fascinating
documentaries and the awe-inspiring realities of ourplanet. We took some time to reflect on what it means
to be part of this magnificent Earth and penned down
our thoughts. Here are a few reflections from students
that we are excited to share with you.
We recommend you to keep rejoicing in the amazing
home planet we call home, and find some interestingand inspiring documentaries to watch
during the summer break.
Cesar Cely
Subject Area Coordinator—ScienceA

fter watching the two videos, the first one being about the CO2 system on Earth and the second one being about
coral reefs, it is very clear that the Earth we live on is very beautiful indeed. I believe so as the Earth’s ecosystemfinds ways to cope with the tons of CO2 produced yearly. This can be from plants taking in the CO2 and producing
oxygen or how the ocean takes the CO2 gas and absorbs it by simply dissolving in the seawater.
Additionally, the ecosystem or fish, coral reefs and many other species like planktons, reptiles were equally mesmerizing.
This story of how fish live in the ocean and how the coral reefs survive made me think about the Earth we live on andhow new discoveries are made daily, many being new species that are discovered in the deep oceans. From this I am
still amazed yet curious about this Earth and its history, but mainly what will happen in the future.
Sadly, time travel is still not a thing yet so I will only have knowledge based on the past and present.
However, with that it is very clear that we live on a very beautiful and dreamy planet.
Max (G8A)

I

believe that the Earth is one of the most special and beautiful planets from the unique feature of having ‘life’ on theplanet. In class, we have learnt that the ‘life’ on Earth has supported the control of the carbon dioxide emissions
through their activities such as absorbing the carbon dioxide in the air and producing oxygen.
This makes Earth different from its sister planet, Venus, because Venus had fewer feature for the control in the carbon
dioxide which resulted to the planet’s surface temperature being at 500 degrees with many volcanoes, that now makes it
impossible for human being and other life to live. Therefore, the Earth being able to control its greenhouse gas emission
and protect itself from environmental destruction, Earth has its beauty in the feature of having ‘life’.
Furthermore, this state of the environment run through by the carbon cycle has been destructed through humanactivities. I believe that in order to prevent the desertification of land, the rising temperature of Earth, and other negative
consequences from the environmental issues arising, humans are required to raise awareness on how to act
towards this by creating small steps to reduce our carbon footprint. Also, if this action is unsuccessful,perhaps the Earth’s beauty will be destroyed and result in a planet with an environment similar to Venus.
Sarah (G8A)T

he system of Earth—In the first video, it talks about the system of Earth and how life on Earth contributes to thebalanced organization of Earth as well as the climate. This made me reflect on how the existence of Earth is amiracle(?) in a way because unlike Venus, Earth had countless factors that influenced the balance it has today (magnetic
field line, how living organisms impact the CO2 level) which altogether seem like a coincidence. After watching the video,
I felt a stronger appreciation for the planet we live right now and how we need to take a better care to thank this planet.
Contribution of life—In the second video we’ve watched, it explains the marine life at the coral reef, focusing on theirhabitat and food chain. I discovered that, similar to humans, fishes and creatures below the water also have a system forsociety and how everyone has their role in that system. It was fascinating to see the unique distinctive looksof each creature and their lifestyle. Although we may not interact with these species often, it reminded me on
how we are not the only one living on Earth and how the contribution of each creature is what creates thisbalance on Earth.
Momo (G8A)

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Grade 11 DP ESS Fieldtrip
This May, a few Grade 11 students had the opportunity
to visit Arakawa Sunamachi Riverside Park for one day
as part of the DP Environmental Systems & Societies(ESS) course.
The students spent the day completing fieldwork toinvestigate the relationship between the distance froma footpath and the diversity of vegetation species. The
excursion was part of the Ecosystems & Ecology topic.
The students were able to apply the ecologicalsampling skills they had learned about at school in thefield, including systematic transect sampling. They also

practiced measuring abiotic factors,
such as soil moisture, soil pH, airtemperature and light intensity.
The students had a wonderful time in the sunshine
putting their skills to the test, and they will be writing alab report to document their findings aspart of their assessment in the course.
Marta Alba
DP ESS Teacher(L>R) Pranav, Prakariti and Yebin of G11A identifying
vegetation species in their quadrat.

ESS students enjoying their lunch at the study site.

(L>R) Feiru and Isseh of G11B, and Prakariti, Yebin andPranav of G11A, counting the number of species in theirquadrats.

ESS students recording qualitative data about the studysite.

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Spolight on Clubs
Pokémon Club (Elementary)

Let me tell you all about an afterschool club centered around the wonderfulworld of Pokémon! For me personally, Pokémon was a videogame that I played
almost 30 years ago. Today, the world of Pokémon is more popular than ever,
and after seeing how popular it is with KIST students, I decided to start a
Pokémon Club. In most cases, the students are much more knowledgeable thanme! Afterall, there are now more than 1000 Pokémon in the Pokémon universe.
The Pokémon Club has several planned activities for each semester but what
happens during the semester typically depends on the students and theirinterests. Creating and making is the focus of our club and activities usuallycenter around drawing, but have also included using perler beads, paper clay,
and origami, to create Pokémon characters and Pokémon-related content. We
have even made card games so students can compete in a trump-style
Pokémon battle.
At the moment, there are ten G1 students, and we are all working on trying to
make Pokémon using paper clay. It’s a great chance for students to get moreexperience using art tools and materials too!
You don’t have to be a Pokémon Master to join
Pokémon Club. Just an interest in
learning about the world and thedrive to create is all you need!
John McDonoughClub Supervisor

Board Games Club (Secondary)

There is always a sense of cheerfulness thatcomes from playing and winning your favorite
board game. Our club is for those eager to playgames with the added incentive to win. As a groupof six, we choose a different board game every Tuesday. We enjoy
a variety of games such as Skull King, Chess, Carcassonne, Ticket
to Ride, and Settlers of Catan. Lately, our top choices have been
Ticket to Ride and Chess. Some in our group consider chess to be“the greatest game of all time.”
We often strategize to become the unbeatable champion of thegame. The board games usually last a long time. We often end up
staying longer than planned, competing intensely in rounds that takelonger than anticipated. The competition is fierce!
That is what makes it so enjoyable. Winning the game in the end,
whether by blocking others from completing a train route in Ticket to
Ride, declaring “Checkmate!” in Chess, finishing a massive castle in
Carcassonne, or
upgrading a buildingin Catan, is always
satisfying. Of course,
the games
themselves also
contribute to theenjoyment.
In conclusion, ourclub is for board game enthusiasts who appreciate andenjoy competition and strategic thinking. We take ourgames seriously, but we always have fun in the end.
Toshani (G7B)

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CTH Announcements
Who are we?

Founded in 2015, theConnect to Hisaichi (CTH)team has historicallysupported disasteraffected areas throughmany organizedfundraisers. Over theyears, we have taken
initiatives like sellingsnacks and drinks at
school events, including the PTC. In 2023, the CTH
team managed to raise over ¥160,000 in sales, whichwere then donated to those affected by theearthquake disaster in Turkey. During our weekly
meetings, our discussions entail the different
approaches we can take to improve overallawareness of disasters. Our most recent project
included educating the younger audience in theelementary school about disaster prevention and post
-disaster precautions through presenting in theirclassrooms. Ultimately, we aim to not only raise
donated money for disaster-affected areas, but also
provide our school community with relevant
information to survive in cases of one.
Run by members who have spent their entire lives inJapan, CTH is aware about the frequent earthquakes
the KIST community experiences as part of our day-to-day lives. To respond to this, we ensure that theschool community is protected from earthquake
impacts through safety inspections. Every semester,
selected members from our team visit everyclassroom in the secondary school building and countthe number of safety helmets prepared. Then bycomparing it with the number of students allocated ineach classroom, we are able to identify certainclassrooms that may require more or less of thehelmets. This approach is necessary to ensure all
students are sufficiently provided with safety
equipment during emergencies.

parents. We were very happy to see so many of theelementary students engaged in the talk, and actively
participating in brainstorming ideas with our members.
Since our service group values educating the generalpublic on disaster-related knowledge, this act of giving
a talk was a large step forward for our group thatsatisfied our aims, and we hope to continue these
efforts in the future as well.
Following the recent Noto earthquake disaster at thenortheastern tip of Japan that impacted the lives of an
estimated 28,000 people, the CTH team decided totake the initiative of donating ¥100,000 to the area,much like our previous efforts in donating to Turkey.
This embarked a new chapter for CTH since it was
the first time we had ever donated somewhere without
a specific fundraiser for it, and all our money camefrom stored funds we have kept for emergencies likethese.
However, amid
the Noto region
receiving all theattention globally,
our team quickly
noticed theearthquake had
the same impacts
in areas such as
Niigata, whichhave often been
neglected bymedia outlets. As
a result, the team collectively decided that it would be
more suitable to donate our money to Niigata rather
than to Noto directly, due to the lack of support theyreceive despite experiencing significant impacts of theearthquake.
Thank you to all that contributed to our service thispast year, and we hope for your continued support in
the future.
Isseh (G11B)
Article edited by Shota (G11A)

In our most recent project, members from the teamtravelled to the elementary school building to provide
a lecture to the Grade 3 students about ways toprevent disasters on a household level and usefulknowledge they can take home with them to tell their

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Library News
Elementary LibraryBook Week 2024
This year, we had a fantastic
Book Week in Elementary filledwith activities to celebratereading and the important ofliterature in our lives.
The week started with a parade of books, wherestudents dressed in their cultural attire, representing
their home languages and their favorite book
characters. The parade showcased the creativity andenthusiasm of our students, who proudly displayed theircostumes and shared stories from around the world.

during these moments were electric, as students
shared their favorite books with friends and teachers.

The highlight of the week was the Read Aloud sessions,where parents visited the school to read stories to thestudents in their home languages. It was heartwarming
to see parents and students alike engrossed in
captivating tales, fostering a love for books and reading
within our community.
In addition to the Read Aloud sessions, the students
enjoyed DEAR (Drop Everything And Read) time. Eachday, a time was set aside for everyone to pause theiractivities, pick up a book, and immerse themselves in
the world of reading. The excitement and anticipation

As we celebrate the success of Book Week, we arereminded that “a good book is a good friend,”emphasizing how books can be lifelong companions
that enrich our minds and nourish our souls.
Let’s continue to celebrate and cherish the magic ofreading throughout the year!
Priyanka B P
Elementary Library Supervisor

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Athletics Update
Spring season 2024
Kanto JV girls’ soccer

This year, theJV girls' teambegan withtons ofpromise. A
great work
ethic, coupledwith a fun
team
atmospheremeant we started the season extremely well.
Unfortunately, illness and injury took its toll, andthough the results were not what we wanted, I am still
proud of everything we achieved this year. Great job
girls. I hope to see you all out on the pitch next season!
—Mr. BuckThank you, Coach Buck, for your energy and effort
in coaching the JV girls’ football team!

Kanto MS girls’ basketball

There were atotal of 28 girls
who were partof the teamthis year,
many new, but
showing
promise. The
MS girls’ Ateam finished
the Kanto season with a 4–6 record and beat LFIT in
ISTAA action for a fairly even season considering acouple of losses were close games. The B teamstruggled a bit to start with any new members but
started getting some wins part way through the season
and finished with a 3–6 record. In the Kanto A teamtournament, KIST were unlucky missing many routine
shots and lost close games to BST and St. Maur,
teams they had beaten in the season. We were able toplay many home games for the first time in years, so
we hope to have continued support from our students,
staff, and family next season. I look forward to seeing
them develop further as players next Spring! —Mr. Ota

Kanto MS boys’ volleyballThis was theinaugural year ofboys’ volleyball at the
middle school level
for the Kanto Plain
league and the KIST
team had 12
members. It was agreat start winningagainst ASIJ, CAJ
twice, and BST, but KIST slipped up in the last season
game losing to TIS after blowing a 4-point lead in the
final set losing 16–14. It may have been that thisaffected the boys’ confidence going into thetournament. The boys easily brushed aside a young
YIS team but lost to ASIJ in two sets, both being very
close. We then lost the 3rd place game to CAJ in three

sets—a disappointing end to what promised to be a
dream season. We will look to improve on our
performance next Spring. —Mr. Ota

Kanto JV baseballThis year wewere able toplay threegames despite
the rainyseason thatprevented us
from practicing
as regularly asscheduled.
The result was three losses, but the players grew witheach game and showed the skills and attitude
necessary to win. —Mr. Nogami
Thank you, Coach Nogami for organizing andcoaching the JV baseball team!

Spring season ISTAA futsal update:

The ISTAA futsal season iscoming to a close with the U-18 tournaments happening
the first weekend of June
and the U-14 tournaments@ DSTY on Saturday, June
8.

The U-18 boys are
undefeated thus far with fivewins out of five with some very good wins against
Aoba, Columbia, and LFIT. They still have threegames remaining against strong opposition in DSTY,
BST, and Horizon. The U-18 girls are also undefeatedwith two wins (Columbia and Horizon) and an unlucky
tie against LFIT. They will look to keep this rollingagainst DSTY.
The U-14 boys team are struggling a bit this season,
often missing some of their better players during
games. They have one win from five games with BST
still to play before the tournament. A full KIST team will
make the difference. Meanwhile, the U-14 girls are
undefeated in three games, one a friendly against
LFIT’s G9 girls (they don’t have an U-14 girls’ team).
Despite this, the U-14 girls still won handily, 6–2. They
also beat DSTY, 5–0 and UIA, 15–0. They finish theirseason at BST and then the tournament two days
later. This could be the year for KIST to win somefutsal hardware.
Thank you, coaches!
U-18 boys—Mr. Archer; U-18 girls—Mr. Buck; U-14
boys—Mr. Beaton; U-14 girls—Mr. Ota
Please check Schoology >> Groups>> Resources for game information
and results.
Dennis Ota
Athletics CoordinatorV o l u me 2 7 | I s s u e 4 | J u n e 2 0 2 4“ T h e Co m et ”

23

Nurse’s Notes
How to prevent summer fatigue
What is ‘summer fatigue’?

Summer fatigue is a condition in which the body has difficulty adapting to the hot and humid summer environment,such as being sluggish, tired and having a poor appetite. It is caused by dehydration, nutritional deficiencies anddisturbances in the autonomic nervous system (sympathetic and parasympathetic nerves) that regulate bodyfunctions. Hopefully, you can incorporate summer fatigue prevention measures into your life and spend thissummer in comfort.

Lifestyle habits that make you more susceptible to summer fatigue
●

●

●

●

●

Spending long hours indoors with excessive air-conditioning
The autonomic nervous system regulates body temperature through perspiration. If there is a large difference
between indoor and outdoor temperatures, the autonomic nervous system works excessively to regulate bodytemperature, causing fatigue.
Taking short showers
Taking a bath raises the body’s internal temperature (deep body temperature), and after bathing, the deep
body temperature falls smoothly, making it easier to get a pleasant sleep. If you only take a shower, your deep
body temperature might not rise sufficiently and the quality of your sleep may decrease.
Tendency to eat an unbalanced diet
When the heat reduces your appetite and your diet tends to be dominated by cold drinks and slurpy noodles(only carbohydrates), you are likely to be undernourished.
Staying up late and not sleeping enoughIf you stay up late at night, the parasympathetic nervous system, which leads to a state of relaxation, does notswitch over smoothly, resulting in shallow sleep and making it difficult to fully recover from fatigue. If you do
not get enough sleep, the sympathetic nervous system is overactive and the autonomic nervous system caneasily become unbalanced.
Lack of exercise
Moderate exercise helps to maintain the balance of the autonomic nervous system, making it easier to get agood night’s sleep. Lack of exercise can easily affect the autonomic nervous system and the quality of sleep.

Specific preventative measures
●

●

●

●

●

●

●

Avoid overcooling the body with air-conditioning
Avoid extreme temperature differences between outside and inside, and it is recommended that an indoor
temperature of around 28°C (82°F) with the air-conditioner in use is the optimum temperature. Air flow indoors
is comfortable, but be aware that if the wind blows directly against the body, the body may become too cold or
dehydrated due to the loss of fluid in the body.
Take a bath
Soaking in a lukewarm bath before bedtime will gradually lower your deep body temperature after bathing andimprove the quality of your sleep.
Hydrate frequently
After waking up, it is effective to take in water and a small amount of salt to help prevent heat illness. Frequent
hydration can prevent dehydration but be careful not to consume large amounts of caffeine, as this can cause
dehydration.
Maintain a nutritionally balanced diet
The key is to take in the proteins, minerals and vitamins needed to recover from fatigue. Curry and otherdishes that incorporate spices and other ingredients that stimulate the appetite are recommended.
Maintain a regular rhythm of life
Consuming breakfast and getting some sunshine resets the body’s internal clock, releases hormones to makeyou sleepy at night, and balances the autonomic nervous system.
Ensuring adequate sleep
Good, sufficient sleep is important to maintain the balance of the autonomic nervous system. On the day after
a poor night’s sleep, a short nap of about 15 minutes is also effective in recovering from fatigue.
Try moderate light exercise
As the heat can easily deplete your energy, light exercise can help you maintain your fitness, adjust
the balance of your autonomic nervous system and get a good night’s sleep. If you would like to
avoid exercising outdoors in the heat or going out, it may be a good idea to try moving your body asmuch as you can by yourself, such as light stretching in your room.
Yukiko Yamazaki
School Nurse

Reference:
Ministry of Health, Labour and Welfare of Japan. What you need to know to prevent heat stroke. Retrived May 23, 2024, fromhttps://www.mhlw.go.jp/seisakunitsuite/bunya/kenkou_iryou/kenkou/nettyuu/nettyuu_taisaku/

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KIST Community Association (CA) News
2023‒24 events throughout the year

CA funds contributions

2023• August 25: Secondary parent welcome night• September 18: Coffee morning for Secondary parents• October 9: Used book sale
• November 7: (ISC) 2 safe and secure online• November 23: Second-hand uniform sale
• December 15: Bake sale and popcorn day with ESRC
• December 15: Holiday wreath event
2024• February 9, 16: CAS session• March 1: Hinamatsuri celebration• April 5: Supported sports drink for cross country
participants• April 8‒12: Honesty box book sale
• May 1: Tango no Sekku celebration• May 29: CA Thank you meeting

Hinamatsuri

Tango no Sekku

Hinamatsuri video link

Tango no Sekku video link
Cross country run

Honesty box book saleBook lists supported by the CA:
Elementary Secondary

New CA Officers for 2024‒25

President

Vice President

Treasurer

SecretaryThank you meeting

Priyanka Nadkar

Harumi Yamamoto

Ikuyo Matsuda

Antonia Richards

Parent of
G6 Ashlesha,
G3 Aneesha

Parent of
G4 Kanna

Parent of
G1 Reina,
K1 Natsumi

Parent of
G6 Isabella,
G3 Caleb

Welcome all parents! 2024‒25

We express our sincere gratitude to all CA volunteers
for their dedicated support throughout 2023‒24.

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25

University Guidance News
Diversity in higher education, delayed
decisions, and waitlists

This year has
been anothereventful one in
the realm of
higher education.
Right after things
have “mostly”
returned tonormal, we now
have had yet
another majorchange to how admissions decisions have beenworking, especially within the United States. Although
this article will be very US-centric, there can often be
knock-on effects seen globally.

Diversity and changes in affirmative action
In a previous article, I briefly mentioned the concept ofaffirmative action and how that affects university
applications. The idea behind affirmative action was tohelp create a diverse campus community wherestudents can meet people from various walks of life
instead of just accepting students with the highest
grades and test scores. Their thought process was that
depending on your country of origin, ethnicity, family
financial situation, and institutional opportunities, thedata you could represent on a page as an individual
would vary quite a lot.
● What changes have happened now?
Going forward (unless more changes happen),most universities will not be able to consider racial/ethnic status when reviewing applications. So, all
our students will be considered by theirgeographical residence as a primary consideration
for diversity. Effectively, everyone will beconsidered as “living in Japan”, and compared toother students in Japan rather than others withsimilar passports as could have been the case in
the past.
● How will this benefit or disadvantage us?
Our students that come from large populations
such as China and India that have heavy
representation in the US and other university areas
may now have a larger benefit because they areliving in Japan and will be compared against asmaller pool of individuals. Our students fromJapan and other minority countries may findapplications to either have no change or becomeslightly more competitive than in past years.

smaller population just to receive university
application benefits. The purpose of sharing thisinformation is to educate our community on thepractices that are taking place within a processthat feels difficult to navigate. So, I hope the above
helps to answer the question of “does my racial/ethnic background affect university applications?”

Delayed decisions

Governmental policy changes
and delays to financial aid andscholarship awards havepushed back the deadline forstudents to make their final
university decisions from May 1 to June 1. While this is
not a large change for many students, it means thatmany students still have not received information on
the final price for their schools (including reductions
due to merit/need-based aid). This has made it difficultfor our students across the world to commit to their
final decisions, usually something that is known prior tograduation.
● Does this affect our current Grade 12
students?
Yes, it has meant that we still have students who
are not sure where they will be in just a few
months’ time, which is a bit stressful (please show
them support!). It has also meant there has been alarge increase in students being put on waitlists
this year. They haven’t been accepted to theschool, but not yet rejected, pending otherstudents’ delayed decisions.
● Will this affect future applications?
This is hopefully a one-time situation that isthought to have a correlation to the presidential
elections and rushes to change policies that may
attract younger voters. However, there are small
shifts in policies every year and we need to always
remain flexible.
● What is the best advice for us to consider withuncertainties like this?
Things such as government intervention, visa
policies, currency fluctuations, and other nonacademic situations are difficult to predict. My
biggest recommendation to families is to find a way
to be both focused, but with an open mind. If you
are targeting a single country for university
applications, that is perfectly acceptable, but weneed to choose a range of schools (reach, target,and safety) in order to provide suitable options
depending on financial changes and otherchallenges.

Waitlists and rumors surrounding them●Is there anything we can do with this news?
Not necessarily. I don’t think it would be worth
uprooting your family to a country with an evenWith waitlists being quite large this year, there havebeen many rumors
associated with how waitlists
work and what students can
do to be removed from thewaitlist. I would like toprovide some details on theprocess.
Continued on next page

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26Continued from previous page

What is the waitlist, its purpose, and how
does a student get placed on it?
Universities (primarily in the US but increasing in
popularity across the globe) use the waitlist or
waiting list to tell a student “you are a good fit forour school, but there are currently others we find
to fit slightly better at this moment”. Universities
use waitlists to help plan for exact student
numbers; for example, if the school has a spacefor 2000 students, gives offers to 2000 students,
but 100 decide not to enroll, the university may
decide to ask 100 students from their waitlist if
they would like to join so they can maximize thenumber of their cohort.
● What’s the chance that I get off the waitlist?
The chance is often not high and will vary year by
year and university by university based on manydifferent factors; for example, the last three years
of UCLA waitlists are below:●

2021

Students
offered a
waitlist place
15,242Students
accepted fromwaitlist
214

2022

16,979

3,617

2023

18,329

1,400

Fall entry
year

Greater Tokyo University Fair

I am very pleased to announce that due to ourincreased space in our new campus, we will behosting the first annual Greater Tokyo University Fair.
In the past, our Grade 11 and 12 students have
travelled to other schools in Tokyo to attend the
Kanto Plain Fair. Now with two large fairs being
hosted in Tokyo, we will be able to have more time tomeet with the universities and potentially havestudents from younger Grades (9/10) participate(TBD). In the end, this will also allow more
universities to be familiar with our school, assistingwith our applications and hopefully continuing with
our goal of helping as many of our students as
possible get into their dream universities. We will
have ten other high schools visiting our school andover 100 universities from across the world. Moredetails will come at the beginning of the 2024–25
school year, but I hope this event will be exciting forour upper-high school students and give themanother feeling of pride to be KIST students!

Here is the same chart but for Stanford University:

2021

Students
offered a
waitlist place
652

Students
accepted fromwaitlist
61

2022

553

8

2023

607

76

Fall entry
year●

What can I do to get off the waitlist?
There are a few things you can do, but most of itcomes down to luck and university diversity
needs. I suggest watching this YouTube video
that includes advice from a former Columbia
admissions officer. Her advice is:
1. Do what the university asks (such as
sending a letter to confirm you’re stillinterested).
2. Don’t be ridiculous (don’t try to send gifts or
fly to the university to prove your intent).
3. Contact the Japan representative at theuniversity (once only to ask what else you
can do).
4. Accept your offer from your next favorite
school (assume you won’t get off the waitlist).
5. Understand that luck plays the largest part.
Universities are using the waitlist to help them
fill gaps in their incoming class; for example, ifthey feel they do not have enough students
applying from Japan and/or they do not haveenough History majors (and that is yourintended major), you could have a shot! If theuniversity has already accepted a lot ofstudents from Japan and your intended major
is very popular, the chance of you getting off
the waitlist may be very small.

Thomas Waterfall
University Counselor
thomas.waterfall@kist.ed.jp
Office hours: Monday–Friday,
8:00 a.m.–5:00 p.m.
University Guidance Office (4FMain Building)V o l u me 2 7 | I s s u e 4 | J u n e 2 0 2 4“ T h e Co m et ”

Class of 2024

(Back row L>R) Jia, Kosei, Shakti, Aiden, Haruto,
Kaito, Malhar, Ethan, Kiichiro, Rintaro, Han, Lance(Middle row L>R) Kushagra, Arnav, Anant, Shreya,
Luer, Amane, Waka, Stephanie, Selin, Muskan, Maya,
Diya, Shaunak(Front row L>R) Yudai, Remi, Motohiro, Caley, Xinyi,
Saki, Neha, Arshiya, Aina, Sadhika, Naoki, Takuma,
ShreyasCongratulations
andgood luck!

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