Secondary

The December 4th Poetry Slam, organized by the English Department, was a celebration of creativity, expression, and courage, bringing together students across all key stages to share their voices through the art of spoken word. The event provided a platform for performers to explore themes that are close to their hearts, allowing each participant to engage audiences with rhythm, emotion, and storytelling.

At KS3, students performed under the theme “Roots & Rhythms – Where Every Voice Begins,” reflecting on personal journeys, heritage, and the experiences that shape who they are. Their performances were full of energy, imagination, and individuality, highlighting the beginnings of their poetic voices.

KS4 embraced the theme “Voices of Change – Speak Up. Stand Out. Start Something,” inspiring students to challenge norms, address social issues, and advocate for causes they care about. Performers captivated the audience with bold statements and creative approaches, showing that poetry can be a powerful tool for impact and transformation.

For the DP students, the slam explored “Borders & Belonging,” encouraging mature reflections on identity, community, and the spaces we inhabit. Their performances were poignant, thought-provoking, and layered with complex ideas, leaving audiences with moments of deep reflection.

Judges praised all performers for their courage, originality, and stage presence. The combination of poetic technique and heartfelt delivery made the evening a vibrant celebration of student voices, creativity, and expression. While standout performances were recognized, the event emphasized participation, risk-taking, and the shared joy of storytelling.

The December 4th Poetry Slam, organized by the English Department, was more than a competition. It was a reminder of the power of words, the importance of self-expression, and the unifying strength of poetry across all ages and experiences.

Ms. Mary Kareji

Greetings from the EAL Department!

When an EAL (English as an Additional Language) student is casually asked about the possibility of becoming the 'teacher' for a 50-minute lesson, and immediately expresses eagerness to do so, it is rather exhilarating to hear, yet something an EAL practitioner may well have inhibitions about, given the fact that English is not the student's mother tongue. Of course, it also depends on the student in front of us.... The young lady in question left me in no doubt, given her aptitude, enthusiasm, growth mindset, intelligence, and willingness to take a chance on leading a class for the first time. Thus, a calculated risk.

•        Did it pay off in terms of her peers learning and having fun? 

         - It certainly did, as they were not only engaged, but enjoyed the lesson, learnt  necessary items of grammar and lexis, re-taught what they had acquired, and let me  know how highly they regarded the lesson in the subsequent class, in the courageous student’s absence. 

•        So, what about the impact of the lesson? 

        - Ready to step out of her comfort zone, teaching a lesson based on one of EAL's most deceptively complex areas to learn, Silvia decided to dive into the preparation and delivery of a lesson on none other than prepositions.  This included Dependent Prepositions – yet another aspect of English with no rules to attempt to adhere to!  

•        How was it and how did it take shape?

What an effective and fruitful lesson Silvia delivered, having discussed, prepared and rehearsed it with me via email, during a free lesson and three lunchtimes! It was   challenging and included differentiation, peer-teaching, and assessment for/of learning. It was topped off with a Kahoot the students loved and benefitted from. 

I hope more children will be emboldened and empowered to engage in student-led learning, a constructivist approach to modern pedagogy, which, in line with our KISU mission, works towards, 'Educating Today's Children for Tomorrow's World'.

Wishing you health and happiness during the holiday season.

Mr. Xavier F. Fernandez                                                                                                                                              

Head of EAL

Goggles on and ideas flowing, Year 10 students brought Physics to life through engaging and meaningful hands-on experiments. During these practical sessions, students worked collaboratively to investigate key concepts, test predictions, collect and analyze data, and draw evidence-based conclusions. The activities encouraged learners to think critically, ask scientific questions, and apply theoretical knowledge from the classroom to real-world situations. 

By using laboratory equipment safely and accurately, students developed essential practical skills such as measurement, observation, and problem-solving. These experiments not only deepened understanding of Physics principles but also fostered curiosity, confidence, and teamwork. Practical learning plays a vital role in helping students connect abstract ideas to everyday applications, making Physics both relevant and exciting. Through active participation and inquiry-based learning, Year 10 students demonstrated enthusiasm and commitment to scientific exploration, reflecting the importance of experiential learning in building a strong foundation for future scientific study.

Mr. Johnson Tarimo

Year 11 Literature students have been preparing for their upcoming mock examinations through focused and creative revision strategies centred on their set poems. To strengthen understanding and improve recall, students have been creating charts, flashcards, and visual organisers that break down each poem into key themes, language techniques, structure, and relevant quotations.

This active approach to revision encourages students to move beyond memorisation and engage critically with the poems. By organising ideas visually and summarising key points, students are able to make clearer connections between poems, compare writers’ methods, and develop confident analytical responses. Flashcards have been particularly useful for testing knowledge of terminology and quotations, while charts and mind maps have helped students see patterns across the anthology.

Collaborative learning has also played an important role, with students sharing resources, discussing interpretations, and challenging one another’s ideas. These activities not only reinforce subject knowledge but also build exam confidence and independence.

Through structured and purposeful revision, Year 11 students are developing the skills needed to approach their mock examinations with confidence, clarity, and a deeper appreciation of the poetry they have studied.

Ms. Mary Kareji

Year 11 Literature students have been preparing for their upcoming mock examinations through focused and creative revision strategies centred on their set poems. To strengthen understanding and improve recall, students have been creating charts, flashcards, and visual organisers that break down each poem into key themes, language techniques, structure, and relevant quotations.

This active approach to revision encourages students to move beyond memorisation and engage critically with the poems. By organising ideas visually and summarising key points, students are able to make clearer connections between poems, compare writers’ methods, and develop confident analytical responses. Flashcards have been particularly useful for testing knowledge of terminology and quotations, while charts and mind maps have helped students see patterns across the anthology.

Collaborative learning has also played an important role, with students sharing resources, discussing interpretations, and challenging one another’s ideas. These activities not only reinforce subject knowledge but also build exam confidence and independence.

Through structured and purposeful revision, Year 11 students are developing the skills needed to approach their mock examinations with confidence, clarity, and a deeper appreciation of the poetry they have studied.

Ms. Mary Kareji

For this subject, learners are expected to develop and submit an Individual Report and a Team Project for their coursework to Cambridge International Assessment. The components are each based on one of the following Global Perspectives topics, which are selected by the learners:

Arts in society, Change in culture and communities, Climate change, energy and resources, Conflict and peace, Development, trade and aid, Digital world, Education for all, Employment Environment, pollution and conservation, Globalisation, Health and wellbeing, Law and criminality, Media and communication, Migration and urbanisation, Political power and action, Poverty and inequality, Social identity and inclusion, Sport and recreation, Technology, industry and innovation, Transport, travel and tourism, Values and beliefs, Water, food and agriculture

In the Team Project, learners work together to engage in an action to help improve, resolve, or raise awareness about a local issue, based on one of the topics above. The students have worked on tackling issues as diverse as providing scholastic supplies to less fortunate children, saving energy around KISU, shifting perceptions of children at a local school, supporting a hospital patient on a low income, creating new friendships through games, and helping to purchase helmets for staff members who travel by boda. 

When it comes to the Individual report, learners write a maximum of 2000 words on an issue based on another topic. Within their Individual Report, learners are expected to research and present arguments and evidence from different perspectives, provide supporting information and evidence, and evaluate their evidence and sources in relation to the arguments presented as well as their question. This year's candidates have produced captivating reports on bullying, religious affiliation, the death penalty, preserving culture, owning guns, the marriage age, healthcare provision, developed countries helping developing ones, over tourism, animal cruelty, cryptocurrencies, returning stolen museum items, real-vs-digital identities, media and communication shaping identity, countries helping refugees, the quality and access of education - and more!

In preparation for the submission of these coursework components, our diligent and conscientious students have engaged in various activities and learning experiences: peer-teaching, watching instructional videos, snack and drink sales, one-to-one tutorials, drafting and redrafting, organised visits to schools and other establishments, proofreading, primary research interviews, guest speaker seminars, online research, constructivism (including negotiation and  public speaking), and the inspection and emulation of previously successful candidates' coursework submissions.

Mr. Xavier F. Fernandez

Term 1 is often long and demanding for both teachers and students. However, its length also provides a valuable opportunity to cover a significant portion of the syllabus across Secondary. This year’s 17-week term was filled with continuous learning—adding, subtracting, multiplying, dividing, researching, and exploring mathematical theorems.

To keep learning engaging and effective, the Maths Department made creative use of the KISU environment, introducing a range of learning tools such as educational games (Chess, Guess Who, Pentagon, Jenga and Jumbo Sequence), puzzles, and manipulatives including folding geometric shapes and Polydron sets. These resources encourage collaboration and analytical thinking, strengthening mathematical reasoning.

Learning beyond the classroom, on the basketball court or under the trees, added variety and enjoyment, even on long, hot days.

We wish everyone a restful Christmas holiday and a happy New Year, filled with fun and real-life problem-solving through Maths.

Mr. Jude Kakuba

In Year 10 Global Perspectives, we have been working on the comprehension and application of fundamental GP terms, which are, alphabetically speaking:

Analysis, argument, bias, cause, citation, collaboration, consequences, constructivist, evaluation, evidence, issue, outcome, processes, reasoning, reliability, trend, validity, value judgement, and vested interest.

In order to facilitate a class of creative learners on the last day of Term 1, I decided to give the students creative license to utilise the GP terms...

They came up with a diagram, a word search, a board game, a three-term poster, and - a Blooket! 

I hope you enjoy looking through their creations in the photographs. 

Wishing you an enjoyable, relaxing, and peaceful holiday.

Mr. Xavier F. Fernandez