Embedded Files
KISU Students Shine at Uganda Model United Nations (UGMUN) Conference at ISU
During the Easter break, KISU students proudly participated in the Uganda Model United Nations (UGMUN) conference held at the International School of Uganda (ISU). The event brought together students from across the country for an engaging platform of dialogue, debate, and collaboration on pressing global issues.
UGMUN aims to unite young people to collaborate, discuss, and debate real-world challenges while working towards practical and plausible solutions. Students took on the roles of international delegates, representing different countries and engaging in structured committee sessions that required research, diplomacy, negotiation, and critical thinking.
This year’s conference was guided by the theme “Voices Rising: Representation, Resilience and Reform.” Students explored important global issues through this lens, reflecting on how representation shapes decision-making, how resilience supports communities through challenges, and how reform can lead to more equitable systems.
KISU delegates participated with enthusiasm, confidence, and commitment. They engaged actively in debate, demonstrated strong preparation, and contributed meaningfully to discussions. The experience also allowed them to strengthen key skills such as public speaking, collaboration, and global awareness, while learning from peers across different schools.
Beyond the committee rooms, students built new friendships and gained valuable perspectives through interaction with a diverse group of participants, further enriching their understanding of global citizenship.
We are incredibly proud of all the students who represented KISU with energy, maturity, and dedication throughout the conference.
We extend our sincere appreciation to parents for their encouragement and support, and to the school administration for enabling and supporting student participation in this enriching opportunity. Their partnership continues to play a vital role in creating meaningful learning experiences beyond the classroom.
Ms. Mary Kareji
English Teacher/TOK
Building Minds for the Future: Success, Skills, and the Journey Through IGCSE Mathematics
As we end the month of April, our Year 11 students at KISU continue their IGCSE examinations. We extend our best wishes to all candidates and encourage them to remain focused, confident, and resilient as they complete this important milestone.
The Cambridge IGCSE International Mathematics course develops essential life skills, including problem-solving, logical reasoning, and effective mathematical communication. Students are equipped to use both analytical thinking and technology, particularly graphic display calculators, to explore real-world and abstract problems. The subject covers key areas such as algebra, geometry, trigonometry, statistics, and probability, ensuring a well-rounded mathematical foundation.
Assessment is offered at both Core and Extended levels, with a mix of calculator and non-calculator papers, as well as investigation and modelling tasks. This structure allows students to demonstrate both procedural fluency and deeper understanding.
For our Year 9 and 10 students, now is the time to begin building strong study habits and confidence in mathematics. The skills you develop now will support your success in IGCSE and beyond, including IB Mathematics and future STEM pathways
We encourage you to stay curious, practice consistently, and embrace challenges as opportunities to grow.
Mr. Jude Kakuba
Head of Math
Le petit pays - Gael Faye
As part of the book week initiative, students learned about 'le petit pays' (small country) in French, which is an award winning novel by Gael Faye, a French-Rwandan author who grew up in the not so far away Burundi. The novel has also been made into a film and the author also created a popular rap 'le petit pays', which students had the opportunity to listen to during French lessons this week and try their hand at a French rap battle!
Why not try your hand at deciphering the blurb? The novel is also available in English. It is truly a fantastic book and film, very relevant to us in the region that we are living in.
En 1992, Gabriel, dix ans, vit au Burundi avec son père français, entrepreneur, sa mère rwandaise et sa petite sœur, Ana, dans un confortable quartier d’expatriés.
Gabriel passe le plus clair de son temps avec ses copains, une joyeuse bande occupée à faire les quatre cents coups. Un quotidien paisible, une enfance douce qui vont se disloquer en même temps que ce « petit pays » d’Afrique brutalement malmené par l’Histoire. Gabriel voit avec inquiétude ses parents se séparer, puis la guerre civile se profiler, suivie du drame rwandais. Le quartier est bouleversé. Par vagues successives, la violence l’envahit, l’imprègne, et tout bascule. Gabriel se croyait un enfant, il va se découvrir métis, Tutsi, Français…
« J’ai écrit ce roman pour faire surgir un monde oublié, pour dire nos instants joyeux, discrets comme des filles de bonnes familles: le parfum de citronnelle dans les rues, les promenades le soir le long des bougainvilliers, les siestes l’après-midi derrière les moustiquaires trouées, les conversations futiles, assis sur un casier de bières, les termites les jours d’orages... J’ai écrit ce roman pour crier à l’univers que nous avons existé, avec nos vies simples, notre train-train, notre ennui, que nous avions des bonheurs qui ne cherchaient qu’à le rester avant d'être expédiés aux quatre coins du monde et de devenir une bande d’exilés, de réfugiés, d’immigrés, de migrants. »
Avec un rare sens du romanesque, Gaël Faye évoque les tourments et les interrogations d’un enfant pris dans une Histoire qui le fait grandir plus vite que prévu. Nourri d’un drame que l’auteur connaît bien, un premier roman d’une ampleur exceptionnelle, parcouru d’ombres et de lumière, de tragique et d’humour, de personnages qui tentent de survivre à la tragédie.
Ms. Ellie Dawson
Head of MFL
African figures of prominence and influence: Year 10 Global Perspectives
Three students, from Uganda, Kenya, and South Africa, prepared an engaging and informative presentation on two prominent African figures: Mansa Musa of Mali and Wangari Maathai of Kenya.
The slides were excellently prepared and exceptionally well delivered, setting a strong academic tone for the main discussion. The presentation was successful in capturing the attention of the entire class through clear explanations and thoughtfully structured content. What made it particularly effective was the inclusion of comprehension questions alongside higher-order and critical thinking prompts, which challenged students to go beyond basic understanding and analyse the significance of these historical figures in a broader global context.
The session was beneficial to classmates as it introduced them to influential African figures they may not have previously studied in depth. Students learned, for instance, that Wangari Maathai was the first African lady to win the Nobel Peace Prize, highlighting the importance of environmental activism and leadership. They also discovered that Mansa Musa is widely regarded as the richest man in world history, which sparked curiosity about wealth, leadership, and economic systems in historical Africa.
This activity not only increased knowledge but also inspired students to think critically and creatively, encouraging them to write about prominent historical figures from Africa and beyond in Google Classroom.
It fostered a deeper appreciation for Africa’s contributions to global history and promoted a sense of intellectual curiosity. Overall, it was a highly beneficial, enjoyable, and academically enriching experience that strengthened students’ understanding of global perspectives while enhancing their analytical and reflective skills.
Mr. X. Fernandez
Global Perspectives Teacher
Investigating transpiration in Year 10 Biology
Our Year 10 Biology students recently investigated the process of transpiration through a series of experiments designed to make learning visible and meaningful.
In one activity, students aimed to identify the products of transpiration. They selected healthy leafy branches and carefully enclosed them in transparent polythene bags, sealing each branch around the stem to prevent air exchange. After an hour, moisture had formed inside the bag, and with more time, visible droplets collected on the inner surface. Students concluded that these droplets resulted from water vapour released by the leaves during transpiration, which condensed when trapped. This provided clear evidence that plants lose water through their leaves.
Students also explored which leaf surface loses the most water. They selected four similar leaves and applied Vaseline to different surfaces: one left untreated (control), one with the upper surface covered, one with the lower surface covered, and one with both surfaces covered. The leaves were weighed, left under consistent airflow for 24 hours, and then reweighed to measure water loss.
The results were revealing: the control leaf showed the greatest mass loss, while the leaf with the lower surface covered lost significantly less water. The leaf with both surfaces covered showed almost no loss. Students concluded that most transpiration occurs through stomata, predominantly located on the lower surface of leaves.
By connecting water loss to the distribution of stomata, students gained deeper understanding of how leaf structure supports this essential process, while building confidence in their observation, analysis, and scientific reasoning skills.
Compiled by Hilda Nimwesiga
Teacher of Biology & Chemistry
Bringing circulation to life in the science laboratory
Our Year 10 Biology students recently took part in an engaging practical lesson exploring circulatory systems in vertebrates. Through the careful dissection of a cow’s heart, students were able to study the structure of a mammalian heart in a real and tangible way. The lesson was carried out with care, respect, and professionalism.
With guidance, students identified key features such as the atria, ventricles, valves, and major blood vessels. Seeing these structures firsthand helped bring their classroom learning to life and deepened their understanding of double circulation.
Students also explored the concept of single circulation using a fish as an example. This provided a valuable opportunity to compare how blood flows in different organisms and to appreciate how structure supports function.
Being able to see these structures so clearly helped students make meaningful connections between theory and real-life examples, while also developing important scientific skills such as observation, comparison, and critical thinking.
Compiled by Hilda Nimwesiga
Teacher of Biology & Chemistry
Year 10 express themselves
This term, Year 10 students (Y10AS & Y10XF) have taken part in a vibrant series of activities in preparation for assemblies, International Day, Book Day, Battle of the Bands, and PSHE sessions, using multiple forms of expression to explore and communicate ideas and express themselves.
Through music performances, singing, dressing up in their national costumes, role-plays, and creative poster/bulletin board production, students have engaged with complex topics and enriching experiences in enthusiastic, interactive and meaningful ways.
One role-play activity provided valuable opportunities to share insights in a creative manner, regarding both the benefits and challenges of AI, encouraging students to think critically about its impact on society and their own schoolwork; notably coursework submissions.
By working in groups, they strengthened their collaboration and communication skills, learning how to listen actively, share perspectives, and build on each other’s ideas. The creative nature of the tasks also supported the development of reflective thinking, as students considered not only what they had learnt but how they worked together.
Significantly, these shared experiences fostered a strong sense of group cohesion. Students developed trust, respect, and a sense of belonging as they contributed to common goals.
The photos capture moments of creativity, teamwork, enthusiasm, pride, diligence, and unity, highlighting how expressive, student-centered activities can deepen understanding while building essential social and interpersonal skills.
Mr. X. Fernandez
Global Perspectives Teacher
Building Ideas, Coding Creativity, Designing the Future
Our LEGO and Digital Skills lessons have been filled with fun, adventure, innovation, and meaningful learning. Across all key stage 3 groups, students are encouraged to develop critical thinking through design challenges. They create, build, and model the world around them, bringing imagination to reality and turning ideas into practical solutions through hands-on exploration and creativity.
In Year 7, design and creativity have come to life through the use of Canva. Students are actively creating posters, cards, infographics, and other digital artefacts that communicate ideas clearly and creatively. They are learning how to combine text, images, and layout design to produce visually appealing work. Through this process, their imagination, creativity, and confidence in digital design continue to grow.
In Year 8, students are enjoying a hands-on approach through LEGO Education. Working in small groups of 2–3, they plan their projects through discussion, create design maps, and build models that reflect real-world structures. They are learning important concepts such as strength, stability, and balance using specialised LEGO building techniques. Currently, they are exploring simple machines, discovering how gears, levers, and pulleys create mechanical advantage and make work easier.
Meanwhile, in Year 9, students are developing database skills using Microsoft Access. They are learning how to create, manage, and interact with databases, understanding how systems organise and store information efficiently.
Across all year groups, our students are growing in creativity, collaboration, and problem-solving, making learning both enjoyable and meaningful.
Mr. Muhammad Sekatawa
Head of Humanities
EAL: Outstanding contributions
This article has been written to honour the outstanding contributions of members of the EAL classes, particularly in terms of their active and enthusiastic participation across a wide range of learning activities. Students demonstrated remarkable effort and creativity through role-plays, slide presentations, interactive tasks, Google Classroom assignments, short talks, and guided dialogues.
The variety of topics explored was equally impressive, ranging from hotels and travel to free-time activities, sports, music, food and drink, the world of work , school subjects, and sports. These topics allowed students to engage with real-life contexts while developing confidence in using English meaningfully. A strong emphasis was placed on speaking skills, especially through the use of grammar tenses, sentence-building through stems, lexical development, discussion, and conversational practice, all of which helped to build fluency and accuracy.
In addition, students consistently worked on strengthening all four core language skills: reading, writing, listening, and speaking. Their efforts to improve pronunciation, word stress and intonation, expand vocabulary through synonyms and antonyms, and comprehend word connotations were evident in their classwork and presentations.
What stood out most was their willingness to be proactive: many students contributed their own ideas for activities, helping to create a dynamic, inclusive, and engaging classroom environment. These contributions reflect not only academic progress but also growing confidence, collaboration, and communication skills. The dedication shown by the EAL students is commendable, and their work serves as a strong example of how active participation and creativity can enhance language learning in meaningful and enjoyable ways.
Mr. X. Fernandez
Global Perspectives Teacher
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