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Our staff prevail as 'lifelong learners'
Balancing ongoing professional learning with teaching responsibilities is not easy! However, six of our IB staff members successfully completed online professional development courses from the International Baccalaureate Organisation (IBO) this month. These IBO-accredited courses help ensure that our staff stay current with the latest IB practices and pedagogical approaches. We are proud of our teachers' commitment to continuous improvement, which reflects their dedication to delivering high-quality education.
A huge congratulations to: Mr Perkins, Ms Hilda, Ms Kareji, Mr Sekatawa, Mr Olinga and Ms Bob!
Why is the IB Learner Profile important?
The IB Learner Profile (below) is a key document, which contains aspects that are central to the International Baccalaureate's educational philosophy. The document outlines a set of attributes, such as being inquirers, thinkers, communicators, and principled that encourage students to develop as well-rounded, responsible, and engaged global citizens.
At KISU, we encourage every student to embody the IB Learner Profile in their daily lives. This philosophy guides students to be balanced, reflective, and resilient, striving to become the best version of themselves. Robert Collier’s words “Success is the sum of small efforts, repeated day in and day out.” perfectly capture this mindset. By consistently applying these qualities, our students build a foundation for success, personal growth, and a positive impact on the world.
A Spotlight on our KISU Alumni
Lucy Kebirungi - Graduated in May 2022.
Here's a reflection on the IB Programme from Lucy Kebirungi who graduated in May 2022:
Hello KISU community!
My name is Lucy Kebirungi, and I’m a KISU alumni currently studying journalism at Toronto Metropolitan University. Reflecting on my time in the IB program, I realise how much it prepared me for the demands of university. By taking my Higher Level courses in English Literature and Language, History, and Visual Art, I learned not only the subject material but also valuable skills such as time management, critical thinking and research. I learned how to structure a research essay by working tirelessly on my IAs and EE with the help of passionate and devoted teachers. Balancing these subjects with the demands of IB (especially keeping up with CAS) felt intense. Still, it gave me a solid foundation for managing the academic workload of university.
One of the most significant benefits of IB at KISU was its similarity to the structure and intensity of university work, though university does feel like a breeze compared to juggling 6 subjects, Internal Assessments, a 4000-word Extended Essay, TOK and the expectation of being a ‘well-rounded student.’ However, that demand builds resilience, which I carry with me to university. University demands organization, self-discipline, and adaptability- the qualities IB instills in its students. The coursework in my HL classes involved analytical thinking and writing, which now serve me well in my journalistic approach to assignments and articles.
My advice for current students is to embrace the challenges of the IB program as opportunities grow but to remember that you are not entirely alone in the program. Take advantage of the resources offered by the school and reach out to your teachers with any difficulties you may have. My previous teachers can attest to that after dealing with my barrage of questions both in and outside of class. Prioritise your workload and develop a study schedule ahead of your major exams- this will make it a more straightforward routine to keep up with when finals come around in May.
Looking back, I’m grateful for the academic and personal growth IB encouraged. The program demands a lot, I won’t lie, but the skills entitled are essential to solidifying who you are outside of your academics. Keep pushing forward, and remember that the work you put in now is an investment for your future.
A focus on DP Visual Arts
One of the main reasons why I love teaching Visual Arts is the autonomy and freedom that students are given to explore a concept. Currently, our DP2 students are working on the development of their final exhibition. Each student's work is unique and follows a process of personal inquiry and engagement. Unfortunately, we cannot publicise the work before the final Exhibition due to potential plagiarism concerns. However, here are a few snippets:
Here's some ongoing development photographs:
Hadil Ahmad (DP2)
In my work, the microscope represents a manmade tool that allows us to see beyond what’s visible to the naked eye. I’m using the microscopic perspective in my artwork as a way to uncover hidden layers and explore what's happening beneath the surface of the painting. The rectangular frame itself is also manmade, reinforcing this concept. Through layering, I’m discovering depth and detail in everyday objects, blending unrelated systems and highlighting underlying patterns and structures. I plan to use transitions between layers—perhaps with transparent sections that fade from the full image into intricate networks of lines—to reveal this complexity.
Dominic Wise (DP2)
My artwork explores the concept of entrapment and the limitations imposed by society’s expectations. In my recent piece featuring rats, I use them as symbols for the human experience in work life, representing the feeling of being stuck in an endless cycle and the struggle to break free from a restrictive society. It’s about the odds seeming impossible to overcome and the weight of societal pressures that keep us running in place, much like rats in a maze.
The Group 4 (Science ) IA
The Group 4 (Science) Internal Assessment (IA) is a key component of the IB curriculum, allowing students to engage in hands-on, inquiry-based scientific research. This personal project requires students to design, conduct, and evaluate their own experiments in the fields of Chemistry, Biology, Physics, or Environmental Systems and Societies.
The IA emphasizes the scientific method, encouraging students to formulate their own research questions, develop a hypothesis, and collect data through experimentation. What sets the IA apart is its focus on critical thinking and independent investigation. Students not only perform practical work but also reflect on the reliability of their methods, analyze results, and assess the broader implications of their findings.
The Science IA is an opportunity for students to showcase their creativity and scientific skills. Students must select topics that interest them, making the project both academically rigorous and personally rewarding. The IA fosters skills vital for university-level science, including data analysis, problem-solving, and effective communication. It’s a chance for students to demonstrate their ability to work independently while engaging deeply with scientific inquiry.
By Akweri
Final TOK Exhibition
Socrates, the ancient Greek philosopher, once said, "The only true wisdom is in knowing you know nothing." This quote embodies the spirit of our recently concluded Theory of Knowledge (TOK) exhibition, which invites us to approach knowledge with curiosity and humility. By embracing this mindset, we open ourselves to new ways of thinking, fostering a deeper capacity for learning and growth. In contrast, the belief that we already know everything closes us off from the world, limiting our potential.
As a teacher, it is both a privilege and an inspiration to witness students grow into reflective thinkers who dive deep into understanding what knowledge truly means. Theory of Knowledge is a unique course that encourages students to explore the nature and limits of knowledge, pushing them to question how and why we know what we know. It challenges students to look beyond the facts, dissecting assumptions and perspectives to gain a more profound understanding of the world.
In this year’s exhibition, students selected knowledge questions that sparked their curiosity and evaluated them through real-life examples. They embraced diverse perspectives, weighing different viewpoints and investigating the ethical, cultural, and philosophical implications of each. Watching them confidently share their ideas, respond thoughtfully to audience questions, and engage in genuine dialogue about complex issues was magical.
The exhibition was not merely an academic exercise; it was a celebration of intellectual curiosity and courage. I was struck by the students' willingness to tackle ambiguity and embrace uncertainty, qualities that underscore their growth not only as students but as future leaders and compassionate, thoughtful citizens. Moments like these remind me why I teach: to witness young minds embrace the complexities of the world with an open heart, a critical eye, and a readiness to understand.
Mary Kareji
Spanish Ab initio and French B oral assessment in November.
DP2 Students start their International Baccalaureate assessment in November with the Spanish oral exam, after two years of studying.
It is developed in a session where the students present about the following topics: identities, experiences, social organization, education, health, personal relationships and technology.
The course is completed with assessment on listening comprehension, as well as comprehension and written production in May 2025..
The aims of the Spanish Ab initio program are:
Developing international-mindedness thrush the study of languages, cultures and ideas of global significance.
Enable students to communicate in the language they studied in a range of contexts and for a variety of purposes.
Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative- thinking skills.
Provide students with a basis for further study, and work through the use of an additional language.
The French B program goes to the next step , it covers a wide choice of fields of study and objectives.
Encourage students not only to develop their knowledge, but also to demonstrate intellectual curiosity as well as altruism and compassion.
This program places strong emphasis. Need to encourage students to develop intercultural understanding, openness of mind and attitudes that will be necessary for them to learn to respect and value a whole range of points of view.
We wish all of the DP2 IB candidates a successful outcome.
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