CLASS of 2018!
Thirty five students, formally attired in caps and gowns, reached an important milestone in their lives on Wednesday May 23, graduating in a formal ceremony in the university auditorium. Members of the TKS Board of Education, KAUST and school leadership and faculty, and graduates’ families shared in the joyous occassion. TKS alumnus and guest speaker, Faris Abu Alnaja gave an inspired speech sharing his journey since graduating from TKS and reflecting on what it means to succeed. “So I’d like to say to you graduates, success is different for everyone and will almost certainly change with time, yet, it narrows down to something simple, and that is, accomplishing a particular goal, a goal that has everlasting value, a goal that when you achieve it you still, in some way desire it and a goal that completes you.” Faris was one of the school’s earliest graduates from 2009-2010. He obtained his Bachelor of Engineering degree in Nanomaterials and a Masters of Science degree in Quantum Engineering. Faris is currently doing a PhD at Imperial College London.
May 31, 2018 1
From the Director Last week we celebrated as our G12 class graduated from TKS. Graduating from high school represents the beginning of a new phase in these students’ lives, as they are now poised to become contributing, responsible members in new communities. Often parents mourn children moving out of their homes and call themselves “empty nesters”. But I hope that the students rejoice in their newly found freedom and see it as an opportunity to become responsible for looking after themselves. Independence is wonderful and empowering, however, independence without responsibility is a myth. As well as taking responsibility for ourselves we all also have a responsibility toward others, as the TKS mission statement states: “We want to educate our students in such a way that they become resourceful and responsible global citizens.” This summer, we encourage you to finds ways to support your children to take little steps towards being responsible for themselves so that when they too graduate they are already well prepared for the next big step in their lives.
IB LEARNER PROFILE: Inquirers Knowledgeable Thinkers Communicators Principled Risk-takers Caring Balanced Reflective
Open-minded
Contents From The Board
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PAC Summaries
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Counselors’ Corner
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From Kindergarten
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Sports News
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From Elementary
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From Secondary
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From the TKS Board of Education 0n 23 May, the Board of Education held its last meeting for the 2017/18 academic year. We considered the findings from the recent internal audit report that looked at TKS’s ongoing activities and controls to meet reaccreditation requirements in 2020. I am pleased to report that the assessment found that most aspects of the reaccreditation journey are operating effectively and TKS Administration advised they are following up on three recommendations for process improvement. We also set the 2018/19 scheduled dates for the Board, which are October 2, December 9, March 7 and May 22. We look forward to continuing to provide you with feedback from these meetings next year. This a time of transition for the Board of Education. Three of our longest serving members Mr Fouad Gabbani, Ms Patricia Ann Hughes and I are retiring from KAUST and will be leaving the Board of Education. I am very pleased to advise you that Professor Brian Moran has been appointed as the new Chair of the Board effective 1 June, and that as was previously announced Mr Chris Sealey will be replacing Ms Hughes. Mr Gabbani’s replacement will be identified shortly. On a personal note I would like to say that I have been delighted to have an opportunity to work with TKS over the past 6 years. It has been wonderful to watch the school grow from initial set-up with just 400 students to an IB World School of 1500 students. We have very talented students as evidenced by the lovely farewell performance from the elementary choir. On behalf of the retiring board members, we truly appreciated the Grade 1 students presenting us with a book titled “Our Red Sea” that captures their beautiful K3 artwork inspired by their explorations of the shores of the Red Sea. And, on behalf of all Board members, I would like to congratulate the School and the graduating seniors for all their successes this year and for a wonderful Graduation Ceremony. Everyone walked out of the event inspired. I have every confidence TKS will continue to grow and flourish and that the staff and students will thrive and enjoy their journey towards becoming an IB Beacon School. Thank you, James Calvin
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In a nutshell: Summaries of May’s PAC meetings Kindergarten PAC: • Share information about the many variables that are involved in the creation of class lists and the fact that it is not possible to support parent requests. • Updated KG PAC on transition program for K3 to G1, and also Daycare to the Kindergarten. • PAC recommendations for next year: clarify role of PAC and members, other members could participate in chairing and minute-taking and the KG PAC should be introduced to parents in a meeting.
Secondary PAC:
• Two KG PAC members were selected to be part of a panel to meet with candidates for the Director’s position.
Elementary PAC:
• The GSS PAC reflected on topics discussed during the year and the outcome from those discussions. Prior to the meeting, the PAC had created an overview of the topics discussed this year and the GSS principals had written a report detailing progress made in relation to the topics discussed.
• Sharing and feedback regarding additional mathematics assessments to be used for next school year.
• Two GSS PAC members were selected to be part of a panel to meet with candidates for the Director’s position.
Caring
• Sharing and feedback regarding new grade level curriculum overviews for mathematics. • Update on newly developed expectations and procedures regarding student behavior.
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from Justin Somerville, KG Principal Dear parents, Ramadan Kareem! Staff are currently in the process of finalizing end of year reports for our KG children. This provides an opportunity to reflect on the school year and the growth that has taken place for each individual child. Learning is a journey and in this respect, we should not always be focused on the final outcome. It has been incredible to see the social and emotional development of the children in the KG this year, as well as their continual growth as inquirers and learners. As parents, I am sure you will have observed this too. As a division, we have enjoyed all the wonderful learning opportunities that have come about from being together in one Kindergarten Campus for the first time. Observing K1,2 and 3 children living and learning in the same space has been amazing. Transition has started for our K3 children as they finish their time with us in the Kindergarten and head off to new challenges in the Elementary School. The children were excited by their time spent in a new space. On behalf of the KG we would like to thank you for your ongoing support as parents. Once again, we have had a fantastic year and this would also not be possible without the amazing efforts of our dedicated and professional KG staff. We wish you all a happy and safe summer vacation with your family and friends. Justin Somerville
LAST DAY OF SCHOOL CLOSING TIMES: School will close early on Thursday, June 7: •K1 - 11.15am •K2 - 11.45am •K3 - 12.15pm •GES - 1:00pm •GSS - 12:00pm Buses will operate according to these closing times.
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Fizzing and Foaming
During our How The World Works unit of inquiry we have been playing and exploring with a range of different materials. Using our senses to explore their properties and how they can change. One of our favorite learning engagements was making volcanoes using vinegar, baking soda and red food coloring. When these materials combined, the result was quite impressive. By: Rebecca Somerville, K1 Teacher
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A look at Student Support Professional Learning in Gifted and Talented Education Fourteen staff from across TKS participated in a six-session course to learn more about the needs and characteristics of gifted students. The course was developed and facilitated by the Gifted and Talented Coordinator to enhance knowledge and understanding of high ability students at TKS. This professional learning was the first of a series of workshops and more are planned for the coming school year. The course focused on research and best practice related to: • The characteristics and identification of gifted and high ability students including their academic, social and emotional development. • Translating this understanding into learning strategies for the classroom, using case studies. The course has provided teachers with practical information about the high ability students they are teaching. It generated thought-provoking discussions among the attendees and their colleagues about how to best meet the needs of these students at TKS. By Robyn Collins, Gifted and Talented Coordinator
Learning Stories at GSS During a recent team meeting, the Learning Support teachers reflected on the diverse ways that our students learn. While inquiring how learning diversity impacts secondary school teaching and learning, we decided to go right to the source and ask the experts- the students themselves! We asked a sample of students to share what worked best in secondary school this year. The feedback we got from students about how they learn and what they enjoy was diverse and encouraging. It also gives us quantitative data about how our lessons are structured and assessed. Some said “We learn best by doing project work.” Another stated “Our favorite projects to work on are not always written assignments. We love doing presentations, speeches, blogs and problem-solving.” This information helps us plan our classes and instruction. The same analysis is also carried out on responses relating to classroom activity: “Games that involves conversation, negotiation and explanations in class were very useful”; “70 minutes can be along time, so when we can have stretch breaks or walk around for a few minutes, we can be more focused for the rest of the block.” By really listening to our students and their honest voices about how they learn, the student support team is in a very strong position to encourage, nurture and guide them in the way that is most beneficial to them. The student’s success is our school’s success! By Lindy Nichols and the Learning Support Team 7
A look at Student Support The benefits of learning support in our classrooms As the global trend towards inclusive schooling practices increases, collaboration between the homeroom teacher and learning support teacher is essential. Through co-teaching, learning support teachers have the wonderful opportunity to be in several homeroom classes supporting learning throughout the day. The responsibility for planning, delivery and assessment is shared between both teachers.
What are the benefits? Supportive teaching strategies: For students co-teaching provides a well-established approach for effective instruction in inclusive classrooms. One key effect is that students have a greater desire to learn with improved perceptions of themselves and others. Another approach we utilise is to have learning support teachers “push in” at specific times during the day to teach (instead of pulling kids out of class to a separate room). In the case of either approach, both teachers are available to help all students. Differentiated Instruction: Students learn in diverse ways and at a varied pace. This is a principal of inclusive education. One key teaching strategy is to break students into small groups. By using small groups, teaching can be tailored to the way each student learns best. Learning support teachers weave in specially designed instruction and support that can help students make progress. High expectations for all: Differentiated instruction and co-teaching in a TKS classroom make it easier for students with learning differences to be taught the same material as their classmates. We emphasise meeting the needs of all learners wherever they are on their learning path. By Marie Kececioglu, Grade 1 Student Support
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from Jeff Woodcock, GES Principal The 2017-2018 academic year has been filled with countless opportunities for students to engage in significant and meaning experiences. Some of these experiences have inspired students to take action. In the PYP action is described as something a child will do to extend his or her learning; student initiated action is considered a dynamic outcome of learner agency. Demonstrations of action may include a child choosing to do something related to social justice, social entrepreneurship, advocacy, or a lifestyle choice. In the past few weeks I have enjoyed talking with students about meaningful action they’ve taken. A couple examples include a group of G5 students raising awareness at KAUST’s Marine Plastic Symposium and a G2 student developing her craftsmanship while drawing a bird and inviting feedback to improve each draft. Both examples stem from units of inquiry that invited students to continue their learning outside of school. Over the summer holidays I am certain our empowered students will find opportunities to take relevant and meaningful action, and I hope you will enjoy learning alongside them. As our school year draws to a close, we would like to wish all of you a safe and relaxing holiday.
Need a Friend? Whilst some students are leaving, there are also students that will be coming. We would like to introduce you to the Gardens Elementary School Friendship Bench. We recognize that friendships are key to school culture and for some this can be difficult, as you may have just lost your best friend. In the playground we have a brightly coloured Bench on which children are encourage to sit on if they need a friend. Further still we encourage all students to keep an eye out for new friends on the bench.
Watch video here https://www.facebook.com/TheKAUSTSchool/videos/748597652000280/
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G3 learn from older students in Islamic Studies
In an effort to help students take the lead on their learning journey, Islamic teacher Rawdhah Radwan, facilitated G9 students to present to G3 about The Higra in Islam (the migration of Prophet Muhammad and his followers from Mecca to Madinah). The overall experience was a success, and both grade's feedback was very positive. Here are a couple of student comments from both grades that shared in the experience: “Teaching one of the G3 classes was a great experience as it taught me what it is like to be a teacher. It also made me feel very happy to know that we left them with something new and that they enjoyed what we did and want us to come back". Manel G9 "I was happy because they gave me so much information about Prophet Mohammed story" Lulwa G3
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G5 attend Symposium on Marine Plastic Pollution
The Red Sea Research Center hosted the first Symposium on Marine Plastic Pollution on May 20. It was an opportunity to take a closer look at the problems facing the world’s oceans related to plastic pollution and how we, at KAUST, can be part of the solution. As we live by the Red Sea, we, as a community, are very much concerned. As the plants and animals of the sea are at risk, it is important to understand, and change, our consumption habits and ways of disposing of plastics and trash in general. It’s not that difficult, but changing habits can sometimes be challenging. On stage we sang an original song called ‘Plastic in the Ocean’ (click thishttps://thelens.kaust.edu.sa/?p=67889 link to see it on The Lens) that will hopefully make others realize that the environment is not something we should take for granted. Each person can make a difference and teach others to act responsibly by doing small things like bringing a reusable bag to Tamimi, say no to straws and buy less plastic bottles. If we all put in the effort, the oceans will become a better home for the fish.
How We Felt We felt anxious before we went on stage because we were scared. We were going to perform a presentation in front of experts and professors (like Julia Riesser because she knew a lot about plastic in the ocean). We felt nervous during the symposium because we were presenting to a bunch of experts and they have been studying plastic for years. We had only studied it for 6-7 weeks. At first we were anxious while presenting but then we got used to the crowd. Afterwards we felt proud of ourselves because we were getting compliments from the experts and professors about our presentation. By Lucy, Nora, Jenna, Ruby 5TS. 11
Saying Goodbye is Not Easy As some of you may know, these are the final weeks for my family at KAUST. We’ve spent 5 happy years here but have now made the decision to return to the cold of England and home to family. As adults my husband and I made this decision together, thinking hard about it, while for our children (Adam-8 and Charlotte-6) this was a decision made for them and so has been much harder for them. My daughter was 1 when we arrived in KAUST and this is all she has ever really known. Almost every evening she gets upset and tells us she does not want to leave KAUST. Perhaps like my family, you are making a move or there is one in your future, whilst it may be rocky I would like to suggest some strategies to help ease some of the anxieties for your children to leave well.
Counselors Corner
Whilst saying “Goodbye” can be hard so we try to avoid them with all the emotions and feelings involved, farewells are important so that there are no regrets later. Help your children say the right things before they leave by assisting them to build a “R.A.F.T” (no not a literally one, it’s an acronym!) R= Reconciliation Just because you’re leaving doesn’t mean problems go away and making relationships right, apologizing or forgiving help us to be more healthy mentally in the long run. Encourage your children to invite the people they need to reconcile with to a leaving party where they do not have to intensely spend time with them but they can show acceptance through extending the hand of friendship. A= Affirmation Find those people who have helped you along your journey, who you are super thankful for and tell them. Let them know how much you appreciate them and what they have done for you. If face-to-face is too awkward write them a letter. Perhaps your children could write a letter to their teachers to share their appreciation for all they have done. F= Farewell Here is where the actual saying “Goodbye” comes in; my oldest stated that he was fine with us leaving KAUST as long as we had a goodbye party, and that is what we are doing, the children have chosen the guest list, they have chosen the activities, the food and the music. Allowing your children this part of making decisions is really important as so many have been made on their behalf. Don’t forget also to say “Goodbye to places and things as well, my children and I will be taking time to go to our favourite places and taking pictures of them to put in a memory book. T= Think Destination Talk with your children about your new place, how will it be different from KAUST and how it may be the same. Check out Google Maps together and research some of the activities and clubs your children could join. When the packers come see if your children can decorate the box with their bedroom things so when it arrives in your new home they can make that connection to it being theirs. As I mentioned, saying “Goodbye” is not easy and whilst some of us have time to plan and build a raft with our children others have less time, whatever your circumstances try to remember one thing : Listen, Listen, Listen. Allow your children to express their feelings, empathize with them and if time allows before you leave build a RAFT, if time is tight you can send an email or a letter and at least make part of one. By Rebecca Williams, School Counselor 12
Pizza in the Islamic Class!
To celebrate achievements among students in the Islamic class, we enjoyed pizza in class (best thing to share with students as you know). The celebration was to highlight the success of some students in memorizing some large parts of the Holy Quran and to make them aware of the importance of celebrating moments in our lives. We also invited another Islamic class to share that moment with us. Dont forget to take a moment to celebrate your childrens’ little steps in the big world.
Global Reading Challenge Four weeks before Ramadan, we challenged the students in elementary school, to read around the world. We estimated that to circumnavigate the world once, we would have to travel 40,000 kms. The rules were general and encompassing for all students in Grade 1- 5, to feel they had contributed to the challenge. For example - one page to equal one kilometer, and the books had to be library books. Just before Ramadan, we were happy to announce that we had “read around the world” four times, totalling more than 161,000 kilometers. The chart outside the library was a visual overview of how many students contributed, with each grade level given a specific color.
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By Vivien Sewell, Library Specialist
from David Tigchelaar, GSS Principal Dear Parents, It is the time of the year when we round off the semester, reflect on how the year went, say goodbye to families who will be leaving us and prepare for the next academic year. We had a great Graduation ceremony and we wish all our Grade 12 students the best of luck next year. Some students in Gr 6 - 11 will be leaving us but new students will join us. Some teachers will be leaving us, while we will welcome new teachers. The secondary school will grow in student numbers and in the number of teachers. Our preparations for next year include a stronger programme for Life Skills and a more well developed system of advisors and grade level leads in assisting students. We are planning a smoother transition of the Grade 5 students into Grade 6. We will be providing parents with better opportunities to see their child’s calendar with activities and assessments and be making it easy to read teacher feedback on school systems. Details about access to these new options will be provided in September. At the end of my second year at TKS, I feel increasingly connected with students and parents and want to continue getting to know everyone better. I encourage you to contact me whenever there is an issue or if you just want to have a chat. David Tigchelaar
Congratulations Winners in the Gulf Young Writers’ Competition
Ashna Wells, G7, was chosen as Highly Recommended for her story “Caroline Wannabe”.
Louis Davidson, G8, was awarded the First Prize for his story “Your Time Has Come”. Louis won GSS a 1-day author visit and a selection of books for the library. 14
Student-Led-Iftar
The Student- Led Iftar is an annual celebration, hosted by the secondary students every Ramadan. Being part of an international school, we have the opportunity to share our culture and festivals with each other. Each year, Muslim and non-Muslim teachers and students are invited to experience the true meaning of Ramadan by sharing an Iftar meal together. This year, the Iftar took place on the 22nd of May. We had more than 50 students and teachers involved in this gathering. This shared experience highlights the communication skills and open minded thoughts we have in this community. This taught us how to care for each other and learn more about each other. This experience allowed guests to gain more knowledge about the ethics of Ramadan and what Muslims do during the time of Iftar. An example of this is learning the traditional Islamic steps during Iftar time, such as eating dates to break the fast. To conclude, we all believe that the Iftar is a simple way that the school comes together to celebrate and understand more about Ramadan. Allowing students to connect religiously and culturally along with enjoying a variety of worldwide international dishes is something the school can be proud of and encourage more of in the future. By: Jana AbdelMohsen and Afreen Banu G8 Nada Alhegali, Islamic Studies Teacher
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Service within School G9 Girl’s PHE The G9 girl’s PHE class have been working closely with two K1 and a K3 class in Kindergarten. The students have been developing skills such as patience, empathy, care, creativity, self-confidence, assertiveness, questioning, listening and many more. The Kindergarten students have enjoyed being able to share their learning, read and play activities with the G9’s.
Grade 10 Girl’s PHE The G10 girl’s PHE class have been assisting the G1 students with their current unit of inquiry, ‘Community systems can keep people safe’. The students have completed a bus tour around the campus identifying and taking pictures of safety signs and systems and have attended secondary classes to conduct surveys. The G10 students have been great mentors to these students and have learned important social skills for the future.
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Arts All Around! If you were in GSS during April 29th to May 3rd, it was clear that there was Arts All Around! Arts All Around included musical performances, theatre games, community art making, karaoke, morning playlists, drama performances, and an exhibition of student art works. Students from G6-12 were invited to participate in whichever way they felt comfortable, and throughout the week the ag pavillion was the place to be. Thank you to all our performers and artists! By: Emmalee R. Johnson Photos by: Roger Gribbins
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Storytelling Exhibition G7 - K2
After much collaboration and practice, the G7 Drama students presented their stories to our very special visitors from KG2. Mrs. Claudia’s ensemble created an artistic retelling of the folk tale “The Greedy Zebra” complete with audience participation that kept the little ones guessing and laughing throughout. Mr. Webb’s ensemble performed a play that combined a few classic fairy tales into a single mixed up tale. Neverland truly came alive, including the evil Captain Hook, as Peter Pan and his friends taught the audience that agreements are always better than arguments. The showcase culminated our unit on Storytelling and Children’s Theater. By: David P. Webb
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DP Literature Contextualizes Antigone
The DP Year One Literature students traveled to Greece in early May to experience Delphi and Athens, in the hopes that the translated text, Antigone by Jean Anouilh, would come alive in meaning and context. In response to the trip, the students reflected on their biggest take-away. "Something that will truly be remembered from the Greece trip is the amazing opportunity we had to learn so much about Ancient Greek, as well as Modern Greek, culture. As a class we created lovely memories that will be forever cherished!" Sabarisha Mande "It's one thing to learn about Ancient Greece from a textbook. It's completely different, and infinitely more enriching, to learn about it with three hands-on, active days walking and breathing the history of Ancient Greek civilization." Abril Rivera "To be able to see and understand Greece from a personal standpoint was much more precious that learning it in a classroom. One aspects of Greece that lingered with me was a quote, "It is not the we are exceptional, we are just common people in uncommon situations.". Malavika Dharan “As well as providing us with the necessary tools to complete our Written Assignments, on the trip we got to experience the unique history and culture of Greece.” Zoha Qureshi by Laney Rweyemamu, DP Literature teacher
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PHE G6-10 Round-up FO – G6 Movement The students of Grade 6 were introduced to our movement unit, Peace & Conflict. The students planned a collaborative floor routine to convey movements they interpret to be peaceful, and that of conflict. Throughout the unit, movement concepts are developed, building balance and teamwork.
CH – G10 Fitness During the Grade 10 fitness unit, students explored how science and technology can help to improve our health and performance. The students set a goal and designed a training plan that helped them to improve their health and performance. This unit challenges students to consider all of the training methods and principles of training that they they have learned throughout the MYP fitness units, and introduces them to resistance training.
KM – G8 World sports The grade 8 students have been involved with Badminton over a 7 week block. Developing skills and techniques to become more efficient and accurate in their play. They also had to use interpersonal skills with their partner to establish team strategies and movement concepts to become more successful in the tournament played.
TT – G9 Lifeguarding The grade 9 students have been exploring the statement of inquiry, ‘the choices we make and interactions with others will determine the outcome’. The students developed their swimming technique in freestyle, backstroke and breaststroke, learnt lifeguarding rescue techniques and produced a lifeguarding scenario video highlighting the 4 A’s (Awareness, Assessment, Action & Aftercare).
FO/CH – G7 Kayaking Grade 7 students experienced another of our exciting aquatics units, which involved kayaking and swimming. They worked to improve their freestyle & breaststroke swim strokes, along with kayaking skills in the TKS pool and at the South Beach. This preparation was all geared towards the summative kayak paddle from the South Beach, to the KAUST Marina, and back. By: Te Haurawhiti Teddy, MYP PHE Grade 6-10
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Students at Saudi Arabian Swim National Championships On the weekend of May 4th and 5th, the Saudi Arabian Swim National Championships were held at the Al Bustan Village compound in Riyadh. Six TKS students travelled with their parents and coaches to take part, having achieved the required qualification times during the past 9 months for their age bracket. The swimmers were: Isabella De la Montana (8), Joumana Elbaz (7), Youssef Elhagrasy(14), Natasha Ford(15), Naomi Nason(13) and Dylan Xu(8). The coaches: Coach Ahmed and Coach Mohammad The competition was for swimmers across the whole of Saudi Arabia and there were school teams and swim clubs from all three regions (24 teams in total with a couple of hundred swimmers). For some of our swimmers this was their very first national championship and so they were understandably nervous, however, all of the swimmers swam exceptionally well with every one of them achieving personal best times in at least one of their events. Our swimmers came back with a whole clutch of medals and ribbons indicating that they swam so well they were in the top 5 places across the whole of the kingdom. The final medal and ribbon count was as follows: Gold (1), Silver (12), Bronze (3), 4th (3). It was great to see swimmers on these teams really working together and looking out for one another, during relays, when they were swimming on the same team, and also during the individual events when they were competing against each other. Well done to all our swimmers! Looking forward to next season! By: Laurie Nason
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U14 Boys Basketball Tournament
https://www.facebook.com/gss.sca/
On Friday, May 4th, 9 skilled boys traveled to AISJ for the RSAC U14 boys basketball tournament. TKS played 8 matches against the other competing teams. We trained for 5 weeks, going to the tournament with a strong team of 9, who managed to bring home 4 victories. We would like to thank our coaches for preparing us as a team and individuals for the tournament. We all enjoyed the experience and hopefully took it as a great learning opportunity. It was deďŹ nitely worth it, especially for the McDonalds on the way back. By: Adi Alevoor and Hannan Mohiuddin, G7
Boy Scouts KAUST Troop 13 KAUST Boy Scouts Troop 13 recently honored TKS student, Thomas Church as he earned the rank of Eagle Scout - the highest rank in scouting. This prestigious award is widely recognized throughout the world. For those who aren't familiar with the requirements, becoming an Eagle Scout takes commitment and perseverance. So, why do boys do it? Young men pursuing their Eagle Scout rank learn the Scout attributes - all of which instill within them the ability to be trustworthy, loyal, kind, reverent, and a willingness to serve, making him a man of strong character. For more information on Boy Scout Troop 13, please contact mohamed.abdelaal@kaust.edu.sa for more information.
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