IB Diploma 

Science is much more than a collection of facts; it is a dynamic process of discovery that thrives on curiosity, inquiry, and the drive to explore the unknown. In the International Baccalaureate (IB) Sciences, students are encouraged to embrace the inquiry process as a core approach to learning, fostering critical thinking, creativity, and an understanding of the complexity of the natural world.

The inquiry process begins with questions which are thought-provoking and often open-ended that spark exploration. These questions guide students through formulating hypotheses, designing experiments, collecting data, and analyzing results. Unlike traditional rote learning, the IB Sciences emphasize hands-on investigations where students actively participate in the scientific process. This approach mirrors the work of real scientists, cultivating skills such as problem-solving, collaboration, and resilience.

A key component of scientific inquiry is grappling with the uncertainty of measurements. In every experiment, there are variables, equipment limitations, and external factors that introduce uncertainty. IB students learn not only to acknowledge these uncertainties but to analyze and interpret their significance. Understanding the inherent limitations of data teaches them to approach conclusions with a healthy balance of confidence and skepticism.

Ultimately, the inquiry process in IB Sciences instills an appreciation for science as an evolving field. Students are empowered to view discovery as a journey rather than a destination, where each question answered often leads to even deeper questions and further inquiry, pushing our knowledge base to newer limits.

Mr. Akweri  James  Oyungu

As DP2 Business Management students prepare for their mock exams, teachers have embraced the role of facilitators, guiding learners to take greater responsibility for their studies. This approach focuses on creating more active engagement, critical thinking, and the ability to solve problems independently. By offering personalised feedback and tailored guidance, teachers help students not only grasp theoretical concepts but also apply them effectively to real-world business scenarios.

This student-centered method encourages learners to build confidence in their abilities and approach exams with a sense of preparedness. By transforming the mock exam experience into a meaningful opportunity for growth, students are well-equipped to deepen their understanding of business management and achieve academic success. 

Mr. Samuel Mwangi 

 Urban decay occurs when once-thriving areas decline due to reduced employment, migration, and crumbling infrastructure. In Kampala, this is evident in places like Old Kampala, Kisenyi, and Bwaise. However, processes like gentrification—where middle-class residents or developers revitalise neglected areas, as seen in Naguru, Ntinda, and Kololo—can transform these spaces.

DP1 Geography students recently collaborated on this topic, discussing local and global examples, such as Detroit (USA) and Manchester (UK),  alongside Kampala's own urban renewal projects in Bugolobi and Lubowa. Their discussions highlighted the benefits and challenges of gentrification, including improved infrastructure and concerns about displacement and affordability.

This activity deepened students’ understanding of urban change while connecting them to Kampala's evolving story.

Remember the year 1999? The world was on the brink of a technological apocalypse—or so we thought. Y2K, lovingly dubbed the “millennium bug,” was supposed to crash computers, disrupt banking systems, and send planes falling from the skies as the clock struck midnight on 31st December. People panicked. But compared to the chaos that ensues today when you tell a teenager they can’t have Wi-Fi, Y2K feels like a mere blip.

Fast forward to now, and internet access is no longer a luxury—it’s practically a human right. Where young people go for a day out is less about ambience and more about whether they can upload a TikTok or smash out a few memes on Instagram. The need to be “connected” reigns supreme.

When I began teaching Digital Society (DS), I was drawn to the ethical conundrums surrounding technology. Questions like: Who’s to blame when tech goes wrong? Or better yet: Why do we assume it will go wrong? My students often scoff, “Why would it? Tech is flawless!” To which I say, “Ah, my dear optimists, everything goes wrong eventually. The real question is—what will you do when it does?”

Here’s the thing: technology is fantastic. It powers the world, drives innovation, and has transformed how we live. But there’s an unspoken challenge we face in this digital age: can we handle life without it? Could you? While Artificial Intelligence is the modern-day Midas touch, it’s our values and ethics that anchor us. Determining what is right versus wrong, fair versus unjust, and proper versus improper—those are the real skills of the future.

So, here’s my takeaway: embrace technology, marvel at its brilliance, but don’t forget the age-old question—just because you can, should you? After all, life is about balance, and perhaps the ultimate Wi-Fi password is knowing when to switch off.

Above is an image of our DP1 students during their PSHE lesson. The students began their day with a meditation session to encourage calmness and positive energy. 

The DP2 students are nearing the end of their mock exam period, a valuable opportunity for them to experience exam conditions ahead of their final examinations in April/May. While exams can be a significant source of stress, this period is essential for growth and learning.

We encourage our students to embrace mistakes during this time – they are evidence of effort and a chance to learn and improve. As parents and guardians, your support can make a significant difference. A simple question like "How was your exam today?" or "Did you try your best?" can open the door to meaningful conversations.

Remember, the goal is to check in with students and offer encouragement, focusing on their efforts and progress rather than placing undue emphasis on grades. Your support can help them build confidence and resilience as they prepare for their final challenges ahead.

We are pleased to announce that Parent/Teacher Conferences for both Primary and Secondary will take place on Tuesday 25th February and Thursday 27th February, from 3:30 to 5:30 PM.

These conferences provide an opportunity to discuss your child's interim or mock exam report with our staff. We encourage all parents/guardians to attend and engage in meaningful conversations about your child's progress and learning journey.

We look forward to seeing you there!

Mr Daniel Grimshawe

IBDP Coordinator & College Counsellor 

In the DP 1 English class, students have recently been engaging with their marked assignments in a reflective and proactive way. The focus has been on using feedback as a tool for growth rather than a simple evaluation of performance. This approach has encouraged students to critically analyze their own work and identify areas for improvement.

After receiving their graded essays and commentaries, students participated in a structured reflection activity. They were tasked with reviewing teacher feedback, highlighting key strengths, and identifying specific areas that needed refinement. This process was followed by a group discussion where students shared their insights and strategies for improvement.

One student noted, "It's really helpful to see exactly where I went wrong and how I can fix it. The feedback makes me feel like I'm improving step by step." Others emphasized how the feedback gave them direction for future assignments, particularly in honing their analysis and writing style.

The teacher has also been encouraging students to ask clarifying questions about their feedback and take ownership of their progress. By fostering a growth mindset, the DP 1 English class has turned marking into a collaborative process, where students are empowered to reach their full potential.

This reflective practice promises to prepare students not only for academic success but also for the challenges of independent learning in the DP program and beyond.

Ms. Kareji Mary