IB Diploma

DP1 Visual Arts

The new IB Diploma Programme Visual Arts course is designed to be student-centred and inquiry-led, meaning that students drive their own creative investigations by asking meaningful questions, exploring ideas, and reflecting throughout the artistic process rather than just following set tasks. This approach helps students think and work like real artists, developing both conceptual understanding and technical skills.

Over the past two weeks, our DP1 students have been working out of their sketchbooks to explore how artworks can become three-dimensional and convey meaning. Students have focused on natural forms and the process of installation, experimenting with how drawn elements can be transformed and arranged in space.

Below are images of their experimental installations, which combine drawing, cutting, and spatial arrangement, exploring how organic forms can be expressed through time and space.

Allegra Ogbemudia - DP1

Jason Nyaga - DP1

DP2 University Applications

Since the start of DP2, our students have been carefully considering their university and college destinations across the world. From the beginning of December, the pressure has certainly increased. Alongside Internal Assessments (IAs), Extended Essay submissions, ongoing assessments, and updating CAS, our students have truly embodied the IB Learner Profile attribute of being balanced.

Last week week, we held a DP2 Core Day on Tuesday. During the Core Day, students were off their regular academic timetable. They focused on drafting and refining their personal statements. They also worked on ensuring their motivational letters were targeted to the specific courses they are applying for and reflected their experiences and studies at KISU.

During the Core Day, we introduced and applied the PEEL paragraph structure (Point, Evidence, Explain, Link) to support students in writing clearly structured, purposeful, and reflective responses. I have included below an image outlining the three questions students must respond to when applying to universities in the UK, alongside a clear explanation of the PEEL structure used throughout the session.

Over the break, some of our students will still be finalising their applications and refining their personal statements. Applying to university is by no means a small or simple process. Rather, it is a marathon with many important intricacies that must be carefully considered to ensure each application is the right fit.

DP2 Mock Examinations - January/February 2026

Term 2 will begin on Wednesday 14th January. There will then be a short break during the election period, after which students will return to school on Monday 19th January.

For our DP2 students, study leave will take place from Monday 19th to Friday 23rd January. During this period, students are welcome to come into school to seek additional support from their teachers. However, if students prefer to remain at home to revise independently, this is also acceptable.

Mock examinations will begin on Tuesday 27th January and will conclude on Friday 6th February.

In preparation for the mock exams, students are strongly encouraged to begin revising during the December break. Several subjects have also prepared study guides or revision booklets to support this process. Students should review all content studied throughout the course and return to school ready to seek clarification or support from their teachers where needed.

As a general rule during the mock examinations, students are not permitted to leave campus between exams. If a student has both a morning and an afternoon examination, they are expected to remain on campus for the duration of the day.

Here is the DP2 Mock Exam Timetable.

DP1 Amazing Race

On Friday 19th December, our DP1 students organised and led the 'Amazing Race' for all Secondary students at KISU.

The Amazing Race is a Secondary event where the DP1 students design and prepare a range of activities across the campus. Students were grouped according to their houses and worked collaboratively to complete each challenge. Upon successfully completing an activity, teams received a clue directing them to the next location. Students raced around the campus solving clues, completing challenges, and making their way to the finish line.

Adding to the excitement, several staff members were stationed around campus armed with water guns. Any student who was sprayed was sent to 'jail', creating plenty of laughter and friendly competition throughout the day.

Our DP1 students spent two weeks planning the event, carefully considering clues, logistics, and how to design engaging and inclusive activities for all participants. Their preparation and organisation were clearly evident on the day. Well done to our DP1 students for a well-organised and highly enjoyable experience, and for demonstrating excellent planning, teamwork, and leadership skills!

Below are some action shots from the event:

DP2 Debate Sharpens Comparative Paper 2 Skills

DP2 Literature students recently participated in a stimulating debate to prepare for Comparative Paper 2, focusing on the motion: “Society plays a greater role than the individual in shaping tragedy.” Using consolidated evidence from Othello by William Shakespeare and Things Fall Apart by Chinua Achebe, students explored how societal pressures influence tragic outcomes.

The discussion highlighted how Venetian norms, racial prejudice, and gender expectations shape Othello’s downfall, while Igbo traditions and colonial influences impact Okonkwo’s fate. Students analyzed these societal forces, weighed them against individual choices, and supported their arguments with textual evidence.

The debate strengthened critical thinking, collaboration, and analytical skills, encouraging students to consider multiple perspectives and refine their interpretations. By engaging deeply with both texts, students gained confidence in connecting ideas across works and developing the insight needed for success in Comparative Paper 2.

Ms. Mary Kareji

DP2 Debate Sharpens Comparative Paper 2 Skills

DP2 Literature students recently participated in a stimulating debate to prepare for Comparative Paper 2, focusing on the motion: “Society plays a greater role than the individual in shaping tragedy.” Using consolidated evidence from Othello by William Shakespeare and Things Fall Apart by Chinua Achebe, students explored how societal pressures influence tragic outcomes.

The discussion highlighted how Venetian norms, racial prejudice, and gender expectations shape Othello’s downfall, while Igbo traditions and colonial influences impact Okonkwo’s fate. Students analyzed these societal forces, weighed them against individual choices, and supported their arguments with textual evidence.

The debate strengthened critical thinking, collaboration, and analytical skills, encouraging students to consider multiple perspectives and refine their interpretations. By engaging deeply with both texts, students gained confidence in connecting ideas across works and developing the insight needed for success in Comparative Paper 2.

Ms. Mary Kareji

DP1 TOK Explores Knowledge and Technology

DP1 Theory of Knowledge students have been engaging in lively presentations and debates on the theme of Knowledge and Technology, exploring how digital tools are transforming the ways we create, access, and evaluate knowledge. Students examined real-world examples such as the use of AI in creative fields, the ethics of hacktivism, and the influence of algorithms on how information is filtered and interpreted.

Discussions encouraged students to consider the scope, methods, and tools of knowledge production, asking questions such as: How do the tools we use shape the knowledge we produce? Can machines be said to “know” something? How does unequal access to technology influence the distribution of knowledge? Students also debated ethical responsibilities, including the implications of data collection, privacy, and the moral limits of technological applications.

The class concluded that with the rapid expansion of technology, “the genie is out of the bottle.” Once new tools and systems exist, they inevitably change how we think, communicate, and interact with knowledge. By exploring these themes, students developed critical thinking, ethical reasoning, and analytical skills, preparing them to navigate the complex and evolving digital landscape with insight and responsibility.

Ms. Mary Kareji