ISK Annual Report 2024-25

ISK’s Mission, Vision & Educational Aims

EMPOWERING students to create solutions for tomorrow’s challenges.

LEARNING at ISK

At ISK, learning is the construction of meaning. We construct meaning through inquiry-based experiences that transcend disciplines.

These active roles prepare all ISK learners to achieve our vision to empower students to create solutions for tomorrow’s challenges.

Self-Manager

As a self-manager, I am responsible for my actions. I reflect on my learning and set goals to continue to grow. I take initiative and persevere to overcome challenges. I am aware of my needs and the needs of others.

Thinker

As a thinker, I identify problems and find creative solutions. I am curious and pose questions in ways that open up thinking and create new possibilities. I analyze and evaluate information to design and develop solutions and opportunities. I make claims and support them with evidence and reasoning. I deepen my understanding by considering different viewpoints.

Collaborator

As a collaborator, I actively listen to understand the ideas of others. I contribute by asking questions and building on the ideas of others. I ensure that all voices are heard and valued by encouraging others and sometimes compromising as we build on our strengths. I am respectful of others’ opinions and form positive relationships as a community member in order to achieve a common goal.

Changemaker

As a changemaker, I use my skills and understandings to make a positive difference. I am interested in working on real-world problems and being helpful locally and globally. By being aware of my culture and other cultures, I better understand issues from many points of view. I try to make principled decisions in my everyday life and advocate for a just and equitable future.

Communicator

As a communicator, I express ideas and information clearly, confidently, and appropriately. I listen and show respect when others are speaking. I express my true self and understand that my words impact others. I support and provide space for those whose voices and identities may not be heard.

OURVALUES

About ISK

The International School of Kenya (ISK) is a private, non-profit PreK-Grade 12 school created in 1976 through a joint partnership between the governments of the United States and Canada. Nestled on 40 acres of a former coffee plantation, ISK serves the educational needs of both expatriate and Kenyan students who seek a challenging international curriculum, which leads to the rigorous International Baccalaureate Diploma program.

ISK’s internationally focused curriculum has helped Kenya become a magnet for foreign business investment and a desired posting for those working for the continued development of East Africa. Expatriate families consider Kenya a quality career opportunity, in part due to the quality education they find at ISK. Likewise, Kenyan families who want an international, culturally diverse education for their children see ISK as the school of choice.

ISK has over 1,100 students* from more than 70 countries. Graduates earn an ISK North American accredited diploma and approximately 70 percent of ISK graduates earn the IB Diploma, enabling them to study at some of the most respected and competitive colleges and universities in the world. ISK students form a supportive, spirited and diverse community, which enables new students to adapt easily to campus life. Interacting in such a welcoming cross-cultural milieu, ISK students celebrate the unique and wonderful differences and similarities among people from around the world.

*Figure at the end of the 2024-2025 school year.

© International School of Kenya Published August 2025.

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Michael Callan Director

Director’s Report

No school is perfect, but at ISK, we are too good not to want to get better. While we will always target areas for growth, we must also take the time to celebrate the things we do exceptionally well. Schools that only look at their deficits soon lose steam on their journey of improvement. Well-deserved celebration, on the other hand, fuels advancement, and in this report, I happily share stories about our people, program, and place, which deserve recognition and celebration this year.

People

It takes a special kind of person to work in schools. First and foremost, you must love kids and do everything you can possibly do to help them thrive. As parents, of course, we do this for our own kids for a lifetime. As educators, we do it for anywhere between 18 and 118 kids every school day. Our finite school calendar adds intensity to this task, as you have a limited number of days to do all you can.

I would like to begin my Annual Report by thanking and celebrating our faculty and staff. In your dedicated hands, our kids feel safe, supported, and challenged each day. You are truly amazing.

Parent and student feedback certainly supported the positive result of all of your efforts. According to the vast majority of our parents, we are achieving our Mission and Vision and doing so in a positive and supportive environment.

When 96% of parents would recommend ISK to a friend, you know you are doing a lot right. Equally impressive, when asked if they had a strong sense of belonging at ISK, 89% of students (grades 3-12) said yes. 92% agreed that they felt safe and secure at our school. In my 35 years in international education, I have not seen such strong and positive results. ISK is an exceptional place to be, and it looks like the vast majority of our kids agree.

This truly seems to be the word on the street, as our enrollment is at its highest level in the history of ISK! We began the year with 1091 students and ended the year with 1127. I believe much of our growth can be attributed to our Advancement Office beautifully telling the stories of ISK through our Beyond Education marketing campaign. Hearing the stories of our Changemakers, Communicators, Thinkers, Collaborators, and Self-Managers is truly inspiring. I know that these are the skills that every parent wants their child to develop, and with these skills, they will have the confidence and competence to open any door in front of them.

One of our School Success Indicators is that our graduates will gain acceptance to one of their top three choice universities/colleges.

The variety of doors to open for our seniors this year is both diverse and impressive. Our students have gained admission to Stanford, Princeton, McGill, University College London, Purdue, University of Edinburgh, King’s College London, University of Toronto, Queen’s University, NYU, Rhode Island School of Design, Parsons School of Design, Maastricht University, University of the Arts London, Queen’s University Belfast, and the Culinary Institute of America, just to name a few.

Program

Great schools know that we have to prepare kids for life far beyond high school. Too many schools still believe their responsibility ends with good exam results. At ISK, we know that setting our sights well beyond that point not only gets great exam results but also prepares our kids with the skills to thrive well beyond school. We are a school of Thinkers, Communicators, and problem solvers. We develop the skills of Self-Managers and Collaborators so that we can be active Changemakers for the rest of our lives. It is important to know that our Big 5 actually come from the business world.

When asked by universities which skills and dispositions they want graduates to possess, Fortune 500 companies said they wanted creative thinkers, great problem solvers, strong team players, and excellent communicators. Everything else can be learned on the job.

For the past two years, we have used our Big 5 as a framework for learning at ISK. We continue to embed this framework into the learning culture of our school. Students eloquently communicate their learning in each of the Big 5. Teachers design inquiry-based learning within this framework, and this year, we began to report 3 of the Big 5 on our report cards. The buy-in for our definition of learning and our Big 5 has been overwhelmingly positive from our teachers and students, and consequently, kids are thriving.

The work on our Educational Aims has fueled faculty commitment as we further embed the Big 5 in all that we do. We also introduced Multi-Tiered Systems of Support (MTSS) in all of our classrooms and professional teams. MTSS provides us with a framework to identify

and meet children’s academic, social, and behavioral needs at a very early stage. Working together, teams of professionals collect and analyze student data on a regular basis and then plan needed interventions. We look forward to continuing this work in the 2025-26 year and beyond.

We have continued to work on creating a strong sense of belonging for all students at ISK. We know that the way to do this is through equitable and inclusive practices. We have hired a Child Safeguarding and Belonging Lead for next year because we know how strong the connection is between safeguarding and belonging. Our leadership team and faculty have been working with a wonderful consultant named Monique Volglesang, who is helping us see all we do through a lens of belonging. This work is being embedded in our classes, our reporting structures, and our celebrations.

Our kids are not only thriving in the classrooms. They are also shining on the court, on the pitches, on stage, and in the studios.

ISK is a busy place because we believe that learning starts well before 8:20 a.m. and goes well beyond 3:20 p.m. The experiences on offer for our students before and after school are impressive. I am grateful to our Activities and Athletics team for the breadth and depth of activities on offer. I am grateful to our coaches, directors, and sponsors for the time they dedicate to helping our kids excel in so many different areas.

Place

At ISK, we believe that space should support learning and not dictate it. This is why we invest so heavily in our learning environment. The construction of the track has had a wonderfully positive impact, and we look forward to hosting ISSEA Track and Field in the next academic year. Our maintenance team has been working on subtle enhancements to keep our classrooms and facilities beautiful. We were able to focus on maintaining our beautiful facilities on campus and focus our efforts on the new faculty housing project.

After securing our final permissions from several government agencies, we were able to break ground on 46 new faculty units. The units will be ready for a December 2025 movein, and this new project will house all of our faculty for whom the school is currently renting accommodations. Rental costs in Nairobi (particularly in the neighborhood of the school) are skyrocketing. Building additional housing will help us control costs and was a very strategic decision taken by our Boards.

The end of a school year is often signaled by flashing fuel lights and heavy pompoms. It has been a challenging year, but also a year of hard work and celebration. Thank you to our dedicated faculty and staff who embrace and guide our kids with care and expertise each and every day. Thank you to the parents who have encouraged and supported us in our work this year. Your kind words have fueled our important work. We have much to celebrate together, and as you head into a long break, I hope you, too, will look back at the 2024-25 school year with fond memories and gratitude.

Sincerely and Gratefully,

Michael Callan Director

Janine Cocker Board Secretary

The 2024-2025 school year has yet again been a busy one for everybody, including the Board of Directors. As a governance board, most of our work is ‘invisible’ to the larger community, with a focus on key strategic governance. The Board, made up of 9 directors, which includes four officers- Ann Marie Awori, Chair; Erin Gerba, Vice Chair; Bryce Fort, Treasurer; Janine Cocker, Secretaryare all volunteers and include representation from the community and our shareholders, the Canadian High Commission, and the US Embassy. The Board is accountable to the Board of Governors – the shareholders - and has a key role in ensuring the financial stewardship of ISK and ensuring the school is delivering on its mandate using key success indicators and strategic focus areas.

The Board takes this role seriously and has invested in training to ensure it is fit for this purpose. In August, both the Board of Directors and the Board of Governors traveled to Uganda to gather with other International Schools in East Africa for training focused

Goal for the Board of Directors:

Board of Directors

on the roles of board members, the code of conduct, and board responsibilities. This was a moment to dive deep into the fiduciary and strategic responsibilities of the Board while also learning best practices from each other.

In its role to continually monitor and measure school performance, the Board, with the ISK administration, held a retreat in April 2025 to identify progress on the Strategic Focus Areas, while engaging in a larger strategic discussion on future marketing and outreach going forward, given current global developments. This was a useful discussion in consolidating the progress of the Strategic Focus Areas, while preparing for our next strategic plan, which will be developed over the next year.

The Board also measures its own performance, first by setting up goals for the year and secondly through parent surveys. This year, the Board set two goals for itself. We are pleased that our goals were met! Please see our update below.

Goal 1: As ISK approaches its 50th anniversary,the Board of Directors will review ISK’s institutional structures in light of today’s (2024 and beyond) requirements and needs.This goal will be jointly owned by three entities.Specifically,the Finance Committee will review certain elements,including financial modeling,the Governance Committee will review policies as necessary,and the Boards will review the school’s operations as they relate to the Government of Kenya.

Progress: Met

Goal 2: By June 2025,a successful search for a new Director of the International School of Kenya will be completed.

Progress: Met

We have also had some very positive feedback from parent surveys, which parents have noted at an overwhelming rate that the Board 1) provides sound financial oversight; 2) communicates a strategic vision for ISK; and 3) is engaged appropriately with the community.

As a part of the advancement of the Strategic Focus Areas, this year the Board approved a new position that will focus on child safeguarding and belonging. This position will start in the new school year and will help to consolidate the work the Board, administration, and larger community have begun on belonging, while also strengthening ISK’s safeguarding practices.

Lastly, and perhaps one of our greatest achievements, is our continued support for ISK’s scholarship program. Since 2012-2013, this program has provided financial aid for Kenyan citizens based on merit. ISK currently has a number of scholarship students being supported by the program. These students continue to go on to universities, usually in the US, UK, or Canada, often with partial or full university scholarships!

As we close this year, the Board is grateful to the entire ISK community for a successful year. The active participation of students, staff, the PTO, and others has contributed to this success. We have no doubt that 2025-2026 will be even more successful!

Janine Cocker

Board Secretary

Elementary School Report

Ryan Hopkins-Wilcox Elementary School Principal

Kacey Molloy, EdD Elementary School Assistant Principal

As we look over this year, we see much to celebrate and highlight within the ISK Elementary School. This annual report showcases the learning we have done as changemakers, collaborators, communicators, thinkers, and self-managers

Changemaker

This year, the ISK Elementary School (ES) embraced opportunities to evolve and grow in support of student learning. Our student-led conferences emphasized student voice and agency. Our faculty engaged in IMPACT sessions on conceptual learning, engagement, and behavior supportslaying the foundation for more inclusive classrooms and responsive teaching practices. These initiatives reflect our commitment to shaping learning experiences that grow alongside the needs of our students. The ES Pride Helpers brought in new initiatives to improve our community.

Collaborator

Collaboration was central to our success this year. Grade-level teams designed interdisciplinary units that connected literacy, science, and social studies, such as the Grade 3 mystery unit, where students used reading skills to solve real-world problems. Families contributed to community events like Taste of Nations and the Holiday Bazaar. At the same time, new parent volunteer structures allowed us to co-host joyful events like Movie Night and the ES Art Show. Together, we built a learning community that values partnership and shared purpose.

Throughout the year, students found meaningful ways to express themselves and connect with others. We also had our first Talent Shows in the ES and celebrated some amazing performers! During Book Week, students read aloud to peers, mystery guests, and families - practicing fluency and building confidence in their identity as readers. In the classroom, reflective prompts and discussion routines supported active listening and expression. Each of our assemblies celebrated a new Kenyan tribe, helping us to learn more about our host country.

Communicator

Curiosity and deep thinking flourished across grade levels. In STEM challenges, Grade 5 students engineered and coded Mars rovers using LEGO robotics, applying problem-solving, teamwork, and design thinking. Grade 4 students collaborated on vertical whiteboards during math to explain their reasoning and critique peer strategies. Teachers also engaged in professional learning with Julie Stern, exploring how to design units that support conceptual understanding and interdisciplinary connections. These experiences promoted a culture of thoughtful inquiry.

Self-Manager

Students continued to develop essential life skills like organization, emotional regulation, and self-awareness. During Peace Week, students reflected on personal actions that contribute to community harmony, designing projects and writing reflections. Across classrooms, mindfulness strategies and coregulation practices helped children build resilience and focus. A standout moment came when Grade 1 students wrote “how-to” guides to support their peers. Thinker

We would like to conclude with a special thank you to our community and families. We appreciate the partnership and truly believe we are better together.

Ryan Hopkins-Wilcox

Elementary School Principal

Kacey Molloy, EdD

Elementary School Assistant Principal

TMiddle School Report

Alexa Schmid, EdD Middle School Principal

Drew Gregor Middle School Assistant Principal

his year, the ISK Middle School community continued to thrive, guided by our Big 5 Active Learner Roles: self-managers, thinkers, collaborators, changemakers, and communicators. Below are some highlights of our collective growth and learning.

Self-Managers

We strengthened our structures and personalized supports to promote student wellbeing and agency. Advisory continued to foster social-emotional learning, reflection, and decision-making. WIN (What I Need) Time offered students opportunities to set goals and address challenges. We had a successful pilot of the MARIO Program in 8th grade, a program that allows us to monitor the well-being of students through weekly check-ins and one-to-one conversations. We look forward to expanding this work across the entire Middle School next year. As we worked to align our approach to student behaviors, faculty engaged in anti-bias training and enhanced our restitution-style approach, fostering responsibility and restorative practices. We also implemented better systems (PowerSchool log entries) to help us collaborate in supporting student needs.

Thinkers

Curricular rigor and reflection remained central this year. The addition of a Learning Coach helped accelerate progress in curriculum development and instructional alignment. Our Science department deepened its work with Open Sci Ed to support inquiry-based learning. The Math department prepared for two distinct pathways next year to better meet diverse student learning needs. Humanities faculty partnered with consultant Jenny Killion to refine literacy instruction, reviewing gaps and overlaps in skills and writing modes. The Creative Arts team worked with Nyssa Brown to strengthen our use of the National Core Arts Standards, while the World Languages team continued their collaboration with Jessica Haxsi to embed the ACTFL framework and enhance placement processes

Collaborators

We embraced collaboration within and beyond our school community. The Drama department strengthened ties with Still I Rise, supporting learning exchanges centered on global citizenship and empathy. Elective programs, including Tour de Friends, expanded their partnerships with World Bike Relief. Events such as Jamhuri Day, International Women’s Day, and our Art Showcase highlighted interdisciplinary collaborations among students, staff, and external partners. InterCultural Trips with Savage Wilderness and Rift Valley Adventures remained a signature experience. We also enjoyed strong partnerships with our PTO, hosting a Family Bingo Night and a Family Movie Night. Internally, we advanced our MTSS work, enhancing inclusive practices, implementing targeted interventions, and focusing on high-quality Tier 1 instruction to better support all learners.

Changemakers

Student leadership and service initiatives flourished. Our Middle School Model United Nations (MUN) participants engaged in a conference hosted by High School MUN students, while TED Talks provided a platform for student voice and passion. Earth Day expanded this year to include High School participation, and our partnerships grew to include Provisions, World Bike Relief, Biolite Energy, UNEP, Grounded, and more. Students actively engaged in projects focused on sustainability, advocacy, and service. Opportunities for leadership were abundant, from serving as Student Ambassadors and House Captains to planning Peace Day and Earth Day initiatives.

Communicators

Students continually demonstrated their communication skills through authentic, real-world engagements. Humanities exhibitions, Math fairs, and Science experiments invited peers and parents to celebrate learning journeys. Our students proudly represented ISK internationally, attending the Association of Music in International Schools (AMIS) festival, the International Schools Theatre Association (ISTA) festival, the Terranga Cup in Senegal, and the International School of Tanganika for our first-ever Middle School Swimming trip. In Kenya, we sent students to a Robotics Competition and a World Scholars competition, rounding out meaningful and diverse opportunities for our students.

In conclusion, the Middle School continues to be a vibrant, reflective, and engaged learning community. We are grateful for our faculty’s dedication, our parents’ support, and our students’ passion.

Alexa Schmid, EdD

Middle School Principal

Drew Gregor

Middle

School Assistant Principal

AHigh School Report

s we reflect on the 2024–25 school year, we are proud to celebrate a vibrant community of learners who have demonstrated resilience, creativity, and compassion across every facet of high school life. The Class of 2025 — a remarkable group representing 31 nationalities — leaves a legacy of academic excellence, ethical leadership, and global citizenship. With over $4 million in university scholarships and 399 acceptances from institutions around the world, they continue ISK’s tradition of academic strength, intentional transitional years, and successful university placements.

Self-Manager

Students embraced opportunities for autonomy and growth through a variety of platforms, including advisory, individualized learning pathways, and initiatives such as Work Experience and student leadership. Responsive student support systems and strengthened parent partnerships supported learners as they set goals, navigated challenges, and developed the skills to manage their wellbeing and academic commitments.

Evolving academic pathways— including expanded offerings in the arts, music, and experiential learning—encouraged students to explore complex problems and innovative solutions. Across disciplines, students were challenged to think critically and creatively, exemplified by interdisciplinary projects and capstone experiences that foster deep intellectual engagement.

Thinker

High School Principal

Jarrod Dale High School Assistant Principal

Collaborator

A rich calendar of intercultural trips, ISSEA competitions, and service projects cultivated a culture of collaboration. Students worked in diverse groups in classrooms, clubs, and co-curricular activities, building empathy, adaptability, and teamwork. Community events like High School Earth Day reflected collective effort and shared learning.

Changemaker

Student leadership across service, sustainability, and innovation was a cornerstone of our year. Initiatives such as Thrift Treasures, Project Imagine, Embrace the Amazing, and the ASB showcased a deep commitment to social impact. These projects empowered students to identify challenges and design solutions that reach beyond the school walls.

Communicator

Whether through presentations, performances, student-led events, or global dialogues, our students continually developed their voice and presence. Communication with families remained a priority through regular updates and workshops, reinforcing our belief in the importance of strong home-school partnerships.

We are deeply grateful to our students, families, faculty, staff, and alumni for their continued commitment to making ISK a truly exceptional place of learning and belonging.

Julie Lemley

High School Principal

Jarrod Dale High School Assistant Principal

Graduating Class of 2025 International School of Kenya

Emilie Abbonizio

Emir Abdellahi

Youssef Abou Hamda

Michaela Afiavi Anani Apala

Zane Anding

Leon Ansorg

Kennedy Armstrong

Annabel Asamoah

Vera Ashton

Arina Atamuradova

Helina Baheta

Florence Bailey

Cecile Bamlango

Chisanga Birschbach

Jonathan Bjornholm

Sada Bomba

Hana Boxer

Jaidyn Bunch

Sianna Byrne-Ilako

Siana Chandaria

Nyasha Chigudu

Nevzad Chowdhury

Matthew Crabtree

Ameya Dale

Max De Jong

Rohin Dodhia

Maisha Donne

Samuel Dove

Simone Eidex

Ryan Ellis

Graduating Class of 2025 International School of Kenya

Lina Fest

Marie Fest

Charles Fisher

Chloe Foster

Maximilian Freiherr von Handel

Porter Gerba

Edouard Germain

Jacob Germain

Laia Guyard Suengas

Zoe Rose Hagelberg

Omar Harris II

Liam Hobbs

Charles Holder

Noah Hughes

Zakhrafi Ihsan

Aiden Inwani

Ciara Jackson

Tenzin Jacob

Gloria Jacques

Daniel Kadilli

Leo Korvenoja

Shriya Manek

Isabella Mason

Tarquin Mathews

Angab Mayar

Albert Miller

James Mills

Daniel Mkandawire

Malaika Monadjem

Christian Mueller

Ruby Muoki

Nandipha Murape

Eunice Murathi

Alvin Ngumi

Jay Austin Nimubona

Nadia Nora

Elia O’Hara

Imara Patel

Saron Piper

Leila Priestley

Tamia Ruiz Stannah

Kodjiro Sakaedani Petrovic

Jamal Sana

Ignacio Sanchez Barriga

Adama Sangare

Isabella Schmid

Sophia Schmid

Janak Shah

Pranai Shah

Emil Šimek

Anna Sophia Stabrawa

Elliot Sykes

Lalia Sylla

Ruth Yifru Tafesse

Alexander Thomas

Tara Uberoi

Cato van Bommel

Chalita Victor

Simon Waalewijn

Tamara Wanyoike

Sachin Weaver

Sebastian Wikenczy

Thomsen

Caitlin Wood

Emma Wright

Annie Young

IInternational Baccalaureate Examination Results

n response to the increasing spread of information on social media following examinations, the IB has implemented important procedural changes to uphold the integrity of its assessments. These measures are aimed at minimizing opportunities for academic dishonesty and reinforcing the IB’s commitment to fair, valid, and meaningful results. Beginning with the May 2025 DP/CP session, the IB introduced additional exam paper variants, offering greater flexibility in delivering unique assessments to students across different regions. Schools are now also required to not only check graphical display calculators prior to exams but also to clear their memories at the end of each examination to prevent students from removing stored notes. Additionally, a minimum supervision period of two hours has been introduced for any exam session (morning or afternoon) lasting less than two hours.

Despite these changes and challenges, the IB Class of 2025 has distinguished itself through a steadfast commitment to academic excellence, intellectual curiosity, and resilience. We proudly celebrate their achievements and the personal growth they have demonstrated throughout their IB journey, and look forward to all they will go on to achieve. Congratulations, Class of 2025!

May 2025 IB Results

ISK registered ninety-three candidates for the IB May 2025 exam session. Sixty-nine seniors were enrolled for the IB diploma, representing 73% (69/95) of the 2025 graduating class. Twenty-four additional juniors and seniors completed IB courses either for certificates, or in anticipation of their 2026 diplomas.

The IB diploma pass rate for May 2025 was 98.5% and the average IB diploma score was 34 (world average is 30.58). Our IB graduates have once again performed above the world average!

IB Diploma May 2025 School Statistics

Percentage of seniors who attempted the IB diploma

73%

40 34 5.25 (maximum is 7) (maximum is 45) (world average is 30.58)

Percentage of students with accommodations

34.8% 98.5%

2025 University Acceptances

UNITED KINGDOM

o Brunel University of London

o Cardiff University

o City, University of London

o University of Birmingham

o Durham University

o Glasgow Caledonian University

o Hartpury University

o King’s College London

o Lancaster University

o London Metropolitan University

o London School of Economics and Political Science

o Loughborough University

o Mountview Academy of Theatre Arts

o Newcastle University

o Northumbria University

o Oxford Brookes University

o University of Bath

o Queen Mary University of London

o Queen’s University of Belfast

o Royal Holloway, University of London

o University College London

o University of Aberdeen

o University of Bristol

o University of Central Lancaster

o University of East Anglia

o University of Edinburgh

o University of Exeter

o University of Glasgow

o University of Gloucestershire

o University of Hull

o University of Kent

o University of Leeds

o University of Leicester

o University of Liverpool

o University of Loughborough

o University of Manchester

o University of Reading

o University of Southampton

o University of Stirling

o University of Strathclyde

o University of Surrey

o University of Sussex

o University of the Arts London

o University of the West of England, Bristol

o University of Warwick

o University of York

o University of Nottingham

o University of Plymouth

UNITED STATES OF AMERICA

o Arizona State University

o Babson College

o Boston College

o Drew University

o Brandeis University

o Bucknell University

o Buffalo State University, SUNY

o California College of the Arts

o California Lutheran University

o California Polytechnic State University, San Luis Obispo

o Carleton College

o Carnegie Mellon University

o Cedarville University

o Clark University

o College of William and Mary

o College of Wooster

o Dickinson College

o Colorado School of Mines

o Coppin State University

o Culinary Institute of America

o Denison University

o DePaul University

o Drexel University

o Florida Institute of Technology

o Florida Polytechnic University

o Fordham University

o Franklin & Marshall College

o George Mason University

o Gettysburg College

o Hardin-Simmons University

o Hobart and William Smith Colleges

o Hult International Business School

o Ithaca College

o James Madison University

o Juniata College

o Kendall College of Art and Design of Ferris State University

o Long Island University Brooklyn

o Louisiana State University

o Loyola University Chicago

o Maryland Institute College of Art

o Mercer University

o Miami University

o Michigan State University

o Mount Holyoke College

o New York University

o North Carolina State University

o Northeastern University

o Northern Arizona University

o Oberlin College

o Occidental College

o Parsons School of Design at The New School

o Pennsylvania State University

o Pepperdine University

o Pratt Institute

o Princeton University

o Purdue University

o Rhode Island School of Design

o Rice University

o Rochester Institute of Technology

o Rutgers University

o Santa Clara University

o Savannah College of Art and Design

o Scripps College

o Seton Hall University

o St.Johns University

o Stanford University

o State University of New York at Albany

o Stony Brook University

o Syracuse University

o Temple University

o Texas A&M University–Kingsville

o Texas Christian University

o The State University of New York at Binghamton

o The State University of New York at Purchase

o Tufts University

o Tulane University

o Union College

o United States Military Academy West Point

o United States Naval Academy

o University of California, Davis

o University of California, Irvine

o University of California, Los Angeles

o University of California, San Diego

o University of California, Santa Cruz

o University of Central Florida

o University of Cincinnati

o University of Colorado Colorado Springs

o University of Delaware

o University of Denver

o University of Houston

o University of Illinois at Chicago

o University of Kansas

o University of Maryland

o University of Miami

o University of Michigan

o University of Missouri

o University of New Hampshire

o University of North Carolina Wilmington

o University of Oregon

o University of Pittsburgh

o University of Puget Sound

o University of Richmond

o University of Rochester

o University of San Francisco

o University of Southern California

o University of Texas, Austin

o University of Vermont

o University of Virginia

o University of Wisconsin Madison

o Ursinus College

o US Air Force Academy

o Villanova University

o Virginia Commonwealth University

o Virginia Tech

o Washington College

o Wayne State University

o Western Carolina University

o Western Washington University

CANADA

o Brock University

o Carleton University

o Concordia University

o Huron University College

o Lakehead University

o McGill University

o McMaster University

o Memorial University of Newfoundland

o Ontario Tech University

o Queen’s University

o Simon Fraser University

o Toronto Metropolitan University

o Trent University

o University of Alberta

o University of British Columbia

o University of Calgary

o University of Guelph

o University of Ottawa

o University of Toronto

o University of Victoria

o University of Windsor

o Western University

o Wilfrid Laurier University

o York University

EUROPE

o Albert School

o CEU Cardenal Herrera University

o Constructor University

o Eindhoven University of Technology

o Erasmus University Rotterdam

o ESCP Business School

o Franklin University Switzerland

o HAN University of Applied Sciences

o Hanze University of Applied Sciences

o IE University

o International University of Sarajevo

o Maastricht University

o The American University of Paris

o Tilburg University

o Trinity College Dublin

o Universidad Católica de Valencia

o Università Cattolica del Sacro Cuore

o University College Maastricht

o University of Amsterdam

o University of Leiden

o Utrecht University

o Wageningen University & Research

REST OF WORLD

o Lomonosov Moscow State University

o NYU -Shanghai

Christine Wambui Assistant Program Coordinator, Experiential and Service Learning

TExperiential & Service Learning Report

his year marked significant growth in the Experiential and Service Learning Program, with increased student participation across a variety of meaningful learning opportunities and initiatives.

Intercultural trips

IC Trips challenged students to step out of their comfort zones and engage with new environments. These experiences are thoughtfully designed to help students develop key skills, knowledge, and personal dispositions aligned with ISK’s Big 5.

Grade 9 students took on the challenge of hiking Mt. Kenya, while senior students participated in the Forest Adventure experience; some also hiked Mt. Kenya, making up for the missed opportunity during the COVID-19 pandemic. Grade 10 and 11 students had a wide selection of 10 trips to choose from, each offering unique learning and cultural experiences. Feedback from students reflected just how much they enjoyed the trips—many described them as unforgettable highlights of the year and something they eagerly look forward to annually.

All IC Trips also made a meaningful impact on the communities and environments visited. A particularly noteworthy initiative was led by a group of students who organized a Clothes and Shoe Drive as part of their CAS Project. These donations supported children in the Iten community, where the group spent their IC Trip week—a time filled with adventure, fun, and perseverance.

Co-Curricular & Service Learning

The year began with a vibrant Co-Curricular Fair, where over 40 student-led clubs and activities were showcased to recruit new members. Events such as the Welcome Back Community Picnic, The Lion’s Tank, and various fundraisers—including at the Farmers’ Market—helped students raise funds to support their service projects.

Student-led initiatives made a lasting impact:

• Embrace the Amazing hosted children from the Differently Talented Society of Kenya (DTSK) for two weekends of fun and engaging sessions focused on supporting social and motor skills development through arts, crafts, and sports. In addition, the club led a week-long Autism Awareness Campaign, celebrating neurodiversity through various activities across campus. As part of their continued partnership with DTSK, students also worked to enhance the organization’s sensory spaces, helping to ensure they are more inclusive and better suited to the children’s unique needs.

This week was truly wonderful as the children from DTSK came to join us for a special day of crafting necklaces. Watching them express their creativity and enthusiasm while working on their projects was incredibly heartwarming. Each child brought their unique style and personality to the activity, and it was inspiring to see how engaged and excited they were. This experience filled me with happiness, as it reminded me of the joy that simple activities can bring. It’s so important to focus on the children and their experiences, and moments like these underscore the positive impact we can have on their lives. Their smiles and laughter are what truly matter, and I feel grateful to be part of such a meaningful event. Being able to contribute to their happiness and creativity reinforces why we do what we do, and I look forward to many more moments like this in the future. Jade, Grade 10.

Student Reflection

• Tukimbie Pamoja continued their heartfelt visits to the children’s cancer ward at Kenyatta Hospital, engaging the young patients in playful and uplifting activities. During the holidays, the club also organized a toy and book drive to bring cheer and comfort to the children. The joy on their faces as they received the gifts was a testament to the love and care shared by the community. In addition, the club raised $2,000 through the annual Tukimbie Pamoja Faraja Cancer Run, with all proceeds directed toward supporting treatment for children at the Faraja Cancer Centre.

• Global Issues Network (GIN) continued their impactful work supporting the Children’s Garden Home (CGH) this year. The club purchased and donated textbooks aligned with the new Kenyan curriculum and worked tirelessly to renovate two classrooms. As part of the refurbishment, students painted the classrooms with a fresh coat of paint, giving the spaces a bright and renewed look. In collaboration with the ISK operations team and with approval from ISK’s Director, Mr. Callan, GIN also donated desks, chairs, shelves, and lockers — completing the transformation of the learning spaces. This initiative brought immense joy to the children at CGH, who now benefit from a fully equipped and welcoming learning environment. For ISK students and staff, the project fostered a strong sense of unity and purpose, creating a lasting and meaningful impact on the lives of the children.

Reflection

As was previously planned, we made our first visit of the semester to CGH in February and began our preparations for the painting of the room. Starting the physical hands-on work required that, regardless of our numbers, we aim to work together to accomplish what we set out to do in order to stay on schedule and complete this initiative before the end of the semester. For this specific visit, we were purely focusing on sanding and cleaning the walls in preparation for the painting. Working collaboratively and with the help of the children, we were able to cover the whole room in a single visit. As we move forward, our focus will shift to painting and installing/ painting the new blackboard, bringing us closer to our goal of creating a more engaging and functional learning space. Seeing the enthusiasm and willingness to help the children, along with the dedication of our team, has reinforced the importance of this project—not just as a renovation but as a meaningful contribution to their education.

As this may be my final visit to CGH, I feel both proud and fulfilled, knowing that our club is on a strong path forward. Being part of this group—not just as a leader but as a dedicated member—has been an incredibly rewarding experience, exposing me to diverse communities and livelihoods beyond ISK through various service initiatives over the past three years. This journey has deepened my appreciation for community and service work, allowing me to witness firsthand the impact of our efforts on the schools, homes, and organizations we’ve supported.

Beyond the projects themselves, I take great pride in seeing how the club has grown and evolved from when I first joined to what it is today. Knowing that I played a role in its revival and progress is incredibly meaningful. As my CAS journey comes to an end, I hope to see GIN continue to flourish, making a lasting impact within ISK and the broader community. Ruby, Grade 12.

Student

• 3D Fundi Club has made significant strides in promoting STEM innovation through hands-on learning. This year, the club successfully constructed four functional microscopes using Raspberry Pi cameras, which are set to be donated to Loresho Primary School to enhance their science education. The students not only assembled the microscopes but also developed accompanying user manuals to support their use in classrooms. Through this project, club members deepened their technical skills, navigated challenges such as equipment fragility, and embraced the value of sustainable, low-cost solutions in education. This initiative reflects the club’s commitment to making science accessible and meaningful for younger learners in the community.

Work Experience & Career Exploration

Grade 10 students deepened their understanding of the working world during Work Experience Week in March. Students spent time in diverse fields including medicine, engineering, law, marketing, conservation, technology, fashion design, and more. In addition, a Career Fair held on campus allowed students to engage with professionals from various industries, helping them make informed decisions about their future academic and career paths.

Christine Wambui

Assistant Program Coordinator, Experiential and Service Learning

Virginia Prairie, EdD Director of Teaching and Learning

TLC Report

Reflecting on and Celebrating ISK’s Year of Commitment

Our 4-year strategic journey is solidly moving forward as we come to the end of Year 3: Commitment.

Commitment can be defined as the state or quality of being dedicated to a cause. This year, our community demonstrated their support for our Strategic Focus Areas in many ways and showed evidence of their growth through the MSA/CIS Accreditation process and the culminating visit in November. It is always so exciting to work with educators who are willing to learn and change.

This year, our faculty has demonstrated an inspiring commitment to professional growth and collaboration in service of student learning. Across all divisions, teachers have engaged deeply with expert-led professional development in conceptual transfer—strengthening their capacity to help students transfer understanding across contexts and disciplines.

Every teacher completed two cornerstone courses: one on discipline-specific conceptual transfer and another on Differentiation and Universal Design for Learning (UDL) through the lens of conceptual transfer. These shared learning experiences have laid a strong foundation for a common instructional language and have elevated teaching practice across the school.

Our educators are actively applying a variety of high-leverage strategies to support all learners —academically, socially, emotionally, and behaviorally. This year’s curriculum reviews in Creative and Performing Arts, English/Language Arts, World Language, and Design have been intentionally aligned with our Strategic Focus Areas (SFAs), ensuring that our program remains responsive and forward-thinking. In addition, IMPACT sessions in every division have been carefully designed to advance our collective work on assessment, MTSS (Multi-Tiered System of Support), Universal Design for Learning, the ISK Teacher Standards, behavior expectations, data-informed practices, and implicit bias. These conversations have supported the intentional implementation of our Big 5 active learner roles—collaborator, communicator, changemaker, self-manager, and thinker, which are now taught as concepts and assessed across the school.

The Learning Leadership Team has played a pivotal role in shaping and guiding this growth. Together with our instructional coaches, they are creating systems and structures to help our educators connect the ISK Teacher Standards to everyday practice and ongoing evidence collection, while ensuring alignment with our strategic priorities. Their participation in the “Building Success with MTSS” course has further deepened our collective understanding of how to support the needs of diverse learners across academics, SEL, and behavior.

Our faculty and teaching assistants have also taken full advantage of professional learning opportunities. Many have used professional learning funds to attend conferences, workshops, and courses that align directly with our SFAs and individual professional goals. This culture of continuous learning, which is anchored in the pedagogy of our Definition of Learning and the strategies outlined in the ISK Educational Aims, ensures that our students benefit from the most current, researchbased teaching practices. In every corner of the school, we see the results of this shared investment: more responsive classrooms, greater coherence in instructional approaches, and a deepening commitment to student growth and belonging. We celebrate our faculty for their dedication to learning, their openness to change, and their unwavering belief in the potential of every student.

Our Accreditation Journey: Growing Stronger Together

ISKLEARNS

This year, ISK completed an in-depth self-study as part of our accreditation process with the Council of International Schools (CIS) and the Middle States Association (MSA). We chose the “Pathway 2: Deep Dive” approach, which allowed us to focus on meaningful areas of growth and transformation in our teaching, learning, and community practices.

VISION

At the heart of this journey was a renewed commitment to ensuring students develop deep, transferable understanding- not just content knowledge. Our work emphasized conceptual transfer, encouraging students to connect ideas across disciplines and apply what they learn in realworld contexts. As a result, our teachers are designing more engaging and purposeful learning experiences, preparing students to thrive in a rapidly changing world.

A major milestone was the introduction of The Big 5- five active learner roles we want every ISK learner to develop: self-manager, thinker, collaborator, changemaker, and communicator. These roles now serve as a shared vision of success across all grade levels. Teachers intentionally design learning experiences around these concepts, and we’ve begun reporting on them to help students reflect on and grow their skills beyond academics.

EMPOWERING students to create solutions for tomorrow’s challenges.

LEARNING at ISK

At ISK, learning is the construction of meaning. We construct meaning through inquiry-based experiences that transcend disciplines.

We also deepened our commitment to student well-being and school culture through a schoolwide behavior initiative. The introduction of the “Above the Line” behavior framework provides a consistent, visual guide to expected behaviors, creating a safe, positive, and respectful learning environment for all students.

Self-ManagerThinkerCollaborator

Change-maker Communicator

Our World Language program was another area of focus. Shifting to ACTFL (American Council on the Teaching of Foreign Languages) standards, we now prioritize language proficiency and cultural competence. This work supports our goal of developing globally minded students who can communicate effectively and appreciate diverse perspectives. Plans are also underway to further celebrate our host country’s language and culture in meaningful ways.

The accreditation process affirmed ISK’s strengths while offering clear direction for the future. It directly informed the development of our current 4-year strategic plan, grounded in our mission, vision, and educational aims. This plan reflects our community’s shared commitment to continuous improvement and ensures that every initiative is aligned with our longterm goals.

We’re proud of the progress we’ve made and excited about the road ahead. Our collective efforts are shaping a stronger ISK- one where every student can grow, belong, and succeed.

It has been my honor to serve as ISK’s Director of Teaching and Learning for the past three years.

Virginia Prairie, EdD Director of Teaching and Learning

Award Recipients

MS Award Recipients

Naomi Yohannes / Gr8 Director’s Award

Natasha Sottsas / Gr8 Outstanding Scholar

Edie Cutler / Gr7 Outstanding Scholar

Nayoon (Rachel) Lee / Gr6 Outstanding Scholar

MS Award Recipients

Bilane Tareke / Gr8 Outstanding Leadership

Rosemary McKenney / Gr7 Outstanding Leadership

Mila Jovanovic / Gr6 Outstanding Leadership

Alex Roe / Gr8

Big 5

Aahana Gandhi / Gr7

Big 5

Daudi Kisukye / Gr6

Big 5

MS Award Recipients

Barney Carver Wildig / Gr8

Most Personal Growth

Nyx Houndeganme / Gr7

Most Personal Growth

Nikolas Stiles / Gr6

Most Personal Growth

Naomi Yohannes / Gr8

MS Fairplay Award

Olivia Patel / Gr7

MS Female Athlete of the Year Award

Ihsan Rayyan / Gr8

MS Male Athlete of the Year Award

HS Award Recipients

Alexander Thomas / Gr12 Outstanding Scholar

Solveig Andersen / Gr11 Outstanding Scholar

Mia Duwyn / Gr10 Outstanding Scholar

Nicolas Cronk / Gr10 Outstanding Scholar

HS Award Recipients

Sonia Weill / Gr9 Outstanding Scholar

Cato Van Bommel / Gr12 Faculty Award

Zakhrafi Ihsan / Gr12 Faculty Award

Marie Fest / Gr12

Svetlana Kovalsky Creative Arts Award

Angab Mayar / Gr12

Huduma Award For Commitment To Service

Timmy Jacobsson Activities & Athletics Director

Activities & Athletics Report

Celebrating a Year of Success in Activities & Athletics

This year marks a significant milestone as our department successfully expanded to manage both athletics and activities programming for the first time. Through dedicated teamwork and adaptability, we’ve created more cohesive student experiences, streamlined administrative processes, and built stronger relationships across our school community. We’re grateful to everyone who contributed to this achievement—coaches, activity sponsors, staff, and our enthusiastic students—and look forward to building on these foundations next year as we continue enhancing the comprehensive co-curricular experience for our entire school.

Major Achievements

Throughout the year, we have successfully organized and participated in various high-profile events, each contributing to the holistic development of our students and strengthening our school’s reputation. We have strived to create a diverse and inclusive program that caters to a wide range of interests and abilities, ensuring that every student has the opportunity to find their passion and excel. Among the key highlights:

ISSEA Celebrations: This was a fantastic year of ISSEA for the Lions, athletes, and students, who did an outstanding job of representing ISK at our various events across the league.

a. Volleyball - Girls 3rd place, Boys 4th place

b. Track and Field - Girls and Boys Champions

c. Cross Country - Girls Champions, Boys 2nd place

d. Swimming - Girls 2nd place, Boys 3rd Place

e. Basketball - Girls 6th, Boys 4th

f. Rugby - Girls and Boys Champions

g. Football - Girls 2nd place, Boys Champions,

h. Tennis - Girls 5th place, Boys Champions,

i. STEAM Champions

Successful Trips: Our students had the opportunity to engage in enriching experiences through ES AMIS, MS AMIS, HS MUN, MS Swim, MS World Scholars, MS Terranga Cup, and ISSEA events, all of which provided invaluable learning moments, cultural exchanges, and competitive exposure. These trips allowed our students to broaden their horizons, develop independence, and build lasting friendships with students from other schools. Travel is an essential component of education, and we are committed to providing our students with opportunities to explore the world and learn from different cultures.

Hosting International Events: We proudly hosted ISSEA Rugby, Tennis, Band & Choir, and ISTA, ensuring seamless organization and offering a warm, well-structured environment for our guests. The positive feedback received from participating schools is a testament to our team’s hard work and dedication. Hosting these events showcased our school’s facilities and hospitality and gave our students the chance to interact with and learn from their peers from around the world.

Enhanced Student Engagement: Our efforts have increased participation in sports, arts, and leadership programs, fostering a vibrant co-curricular culture within the school. We have worked hard to promote the benefits of involvement, and we are pleased to see that more students are taking advantage of the many opportunities available to them. Co-curricular activities play a vital role in student development, and we are committed to providing a rich and diverse program that meets the needs of all our students.

Strengthened Operational Efficiency: We have refined our processes to ensure smoother coordination of events, travel arrangements, and communication, laying a strong foundation for future successes. We have implemented new technologies and streamlined workflows to improve efficiency and effectiveness. We are constantly looking for ways to improve our operations, and we are confident that our efforts will result in even greater success in the years to come.

Acknowledgements

Thank you to our exceptional Activities & Athletics team for your dedication during this transition year. Your passion and adaptability have directly impacted student growth and success. We’re equally grateful to our students, parents, coaches, and community, whose support and enthusiasm make our work meaningful. Together, we’ve created outstanding co-curricular experiences that will benefit our students.

Looking Ahead

As we step into our second year, we remain committed to enhancing our programs, fostering more opportunities for students, and ensuring continued excellence in everything we undertake. We are excited about the future and look forward to another year of success, innovation, and memorable experiences. We will continue to explore new ways to engage and challenge our students, and we are confident that our program will continue to grow and thrive. We are committed to providing our students with the skills, knowledge, and experiences they need to succeed in life, and we are excited to see what they will accomplish in the years to come.

Timmy Jacobsson Activities & Athletics Director

Skye Sanford Creative Arts Department Coordinator

Creative Arts Report

This year, the Creative Arts Department sparked passion and nurtured creativity across all learning environments. Music, Theatre Arts, and Visual Arts empowered students to cultivate artistic skills and explore their unique voices, enabling powerful self-expression and a deeper understanding of the human experience.

Elementary School Art

In a year filled with imagination and creativity, kindergarten through secondgrade students embarked on a vibrant journey of artistic discovery. Using materials like paint, clay, pastels, and ink, they explored the elements of art—line, shape, color, texture, space, and form. They experimented with perspective, printmaking, and sculpture, tapping into their creativity and imagination. Their art adventures included a dive into art history and meeting various artists. A special moment for second graders was collaborating with local artist Adam Masava, learning acrylic painting techniques, and deepening their love for art.

Upper Elementary Art students have been stretching their minds, imaginations, and skills! In April, we celebrated our ES students’ creativity with a grand opening night to our annual Art Show, with approximately 1000 pieces of artwork on display! The list is long- of concepts, materials, and techniques explored! A few highlights include: Our Wonderful Skies and My Flag-My Home with mixed media, Linear Perspective drawings, Medieval Art forms in ceramics, Fantastical hybrid creatures in HB pencil, and Landscape painting under the guidance of local visiting artist, Adam Masava.

Music

Elementary School students enjoyed making music in lessons and sharing their learning in ES Assemblies. We demonstrated the amazing collaborators, communicators, and self-managers we are in ES Music.

In Lower ES, PK-A students learned how to use their voices in different ways, while PK-B students learned how to identify different types of songs. Kindergarteners enjoyed playing handbells, Grade 1s played steps and skips on their briefcase bells and xylophones. Grade 2s became fluent chopping board drummers and did an in-depth study into Camille Saint Saens’ Carnival of the Animals.

Middle School

Art

Upper Elementary School resounded with musical achievements. Grade 3 excelled on recorders and explored Orffestra percussion. Grade 4 blossomed into ukulele players and adept African drummers, fluent in drum notation for bucket drumming. Grade 5 confidently completed a semester of band, prepared for middle school. The vibrant production of Jungle Book KIDS captivated over 1000 attendees. This musical and dramatic spectacle involved Mr. Rui and the High School Tech Crew, who expertly managed the set, sound, and lights with Mr. Rutherford Lodenyo, creating a truly memorable experience for all.

The Middle School Visual Art Department celebrated a year of vibrant creativity and collaboration. Through cross-curricular projects and exhibitions, students expressed themselves and honed their skills. A highlight was the collaboration on The SpongeBob Musical, where students crafted props and scenery. The “Big 5” educational aims were central to their practice. After-school activities enriched skills in sewing, painting, and 3D art. Collaborative Art Shows with the High School each semester showcased diverse artworks, textiles, and animations, reflecting the department’s dedication to student voice and artistic growth.

Drama

Middle School Drama flourished with over 25 public performances, including Shakespeare and collaborations with younger grades. Two student-directed plays showcased rising talent. The mainstage production of The SpongeBob Musical, involving over 100 students in all aspects, united the ISK community. The year culminated in hosting an International Theatre Festival, ISTA, welcoming over 100 guests for three days of creative exploration and service. It was a dynamic year, and we eagerly anticipate the next!

Music

Middle School Music thrived this year, beginning with lively performances at the Welcome Back Community Picnic. Java Jazz broadened musical horizons, followed by December’s diverse Holiday Concerts. January saw 24 students excel at the AMIS Honor Choir and Band Festival in Tunis. The February Music Camp honed skills for the energetic Funky Hat Marching Band and Flag Brigade’s “Are You Gonna Go My Way” performance at Taste of Nations. The Peponi Music Festival fostered musical connections, and the End of the Year Concert provided a fulfilling finale. Grade 6 Drumming explored diverse world rhythms and styles, building ensemble skills showcased at Taste of Nations, Java Jazz, and the Senior Graduation Parade. Collaborating with Kenyan Studies, they performed Kenyan Legends for Jamhuri Day. Students sang while playing percussion instruments, fostering understanding and appreciation for African peoples and musical cultures. Music Tech, a new middle school class, engaged with music technology through diverse activities. Students demonstrated musical thinking, collaborated on projects, and created original pieces throughout the semester. Their summative project involved creating and hosting a DJ Dance Party during the final week of class.

High School

Art

This year has been a vibrant and dynamic one for the High School Visual Arts Department. From international festivals to local exhibitions, our students have continually showcased their creativity and talent. A standout moment was our participation in the ISSEA Visual Arts & Drama Festival in Zimbabwe, where students engaged with peers from across the region in an inspiring celebration of the arts.

Throughout the year, the school was alive with a series of captivating Visual Arts exhibitions, reflecting the breadth and depth of student expression. In November, select Grade 12 students proudly presented their work at the annual FOTA exhibition. Then, in early March, the spotlight shone on our IBDP Visual Arts students, whose thought-provoking exhibition

featured the compelling work of 11 graduating artists. Students were able to collaborate with local community organizations to effectively link their creative expression with service learning opportunities in the first Empty Bowl event. A heartfelt congratulations to ALL our HS Visual Arts students for an outstanding year of creativity, passion, and achievement!

Drama

This year has been full of creative energy and collaboration! We kicked it off with the ISSEA Drama and Arts trip to Zimbabwe, where improv, murals, Shakespeare, and sculpture came together beautifully. While that was happening, students worked on the HS production of Almost, Maine, delivering heartfelt performances and showing true ownership. HS Drama also performed for ES students—pure joy on both sides! The HS Tech Club designed set and lighting for Jungle Book KIDS and supported events across ISK. We ended with Peach Child, a stunning, collaborative production celebrating the magic of theatre and the arts.

Music

How do you keep an audience on their toes? Keep them guessing! HS Music Club seniors chose “Hidden Gems” as the theme for Semester 1, and next year’s leaders chose “Polished Gems” as the Semester 2 themebecause our outgoing senior musicians are quite polished! HS Band, Choir, Chamber Orchestra, Jazz Combo, and A Cappella Choir put on good shows! ISK picked up the ISSEA Band & Choir festival after a last-minute shift from another school. Boston’s Dr Ferrerra and Dr Parsley brought out the best in our ISSEA Musicians!

Skye Sanford

Creative Arts Department Coordinator

Dave Neudorf Director of Technology

Technology Department Report

During the 2024-25 school year, our technology and the programs we offer continued to grow.

Elementary School

At our Elementary School, we embrace innovative practices through meaningful technology integration. Our focus on conceptual inquiry and introducing AI literacy has strengthened the active learner role central to our educational aims. Teachers and teaching assistants learned more about using AI responsibly through different workshops and learning groups after school. Teachers also piloted FlintK12 to explore personalization and access of curriculum, enabling differentiation through adjusting reading levels for ELL students, providing writing feedback, and allowing students to conduct simulated interviews with historical figures. Grade 5 students applied robotics skills during their exploration unit by designing Mars rover prototypes to navigate simulated planetary challenges, while Pre-K students were introduced to coding through BeeBots during their regular Makerspace rotations. Digital citizenship has been woven throughout our curriculum, promoting online safety, and High School students participated in a panel discussion and shared their experiences with Grades 4-5 students about social media and online safety. World language teachers have implemented Book Creator’s web app to develop multi-year digital portfolios tracking student language progression, while creating digital mapping models for navigation skills. During January Personal Inquiry Week, our

Experiential Team supported students with digital tools and Makerspace resources across all grade levels. Tech-focused Co-Curricular Activities, including Robotics, 3-D Design, Lego, and Minecraft, saw strong student participation. At our school, we remain committed to making the curriculum accessible to all students through adaptive technologies, fostering transferable skills such as passion, creativity, and ambition that will be invaluable for their future success.

Middle School

This year, Middle School students continued to explore technology with creativity, purpose, and responsibility. The Chromebook program remained a reliable tool for accessing resources and sharing learning across subjects. Students used video editing, animation, and design software to showcase their understanding in innovative ways.

iPads supported creative work in Art, Humanities, Design, and Photojournalism, where students developed photo editing skills. Grade 6 students practiced design and presentation by creating digital booklets in Canva, while Grade 7 Humanities students used digital tools to produce posters for their Globalization Unit. In Science, students used Gimlet simulations to explore physics and chemistry concepts and completed a hands-on design challenge by building protective phone cases. Spanish classes blended technology and making by building model homes from cardboard.

Digital citizenship remained central to our program, with lessons throughout the year focusing on healthy tech balance, cybersecurity, and relationships. Grade 8

students also attended a workshop on artificial intelligence, exploring its benefits and risks, including privacy and plagiarism.

The Innovation Studio offered electives like Graphic Design, Woodworking, and Product Design, where students tackled real-world challenges, such as redesigning school signage and creating tools for MS Leadership. Our Robotics team, in partnership with Children’s Garden, had three teams competing in the Inspire Robotics Challenge.

Co-curricular activities continued strong with options like Minecraft Club and Coding Club offering weekly opportunities to explore personal interests and collaborate with peers across divisions.

Teachers participated in professional development around AI, including lunchtime seminars and a new Google Classroom AI trial. Tech integrators also hosted a parent coffee morning in January to support tech use at home and welcome new families.

Technology continues to be a platform for innovation, collaboration, and authentic learning across Middle School.

High School

This year marked an extraordinary chapter of innovation and technological advancement across ISK High School’s curricular and co-curricular programs. Our community’s collective energy transformed learning experiences while preparing students for an ever-evolving digital world.

The Design Department continued to flourish with popular elective courses including Programming & Electronics, Graphic Design, Engineering, Product Design, and Motion Graphics. Additional offerings in Textiles, Ceramics Studio, and Art courses rounded out our creative curriculum. Our teachers’ dedication to professional growth was evident as they attended the IB Cat 3 Subject Specific Seminar in Singapore, visiting premier international schools to enhance our design curriculum and spaces.

Technology integration and artificial intelligence became focal points of our educational innovation. The strategic implementation of VR technology across multiple disciplines allowed Physics students to explore the International Space Station while studying Newton’s laws, language learners to embark on virtual tours of Spanish

cities, and IB Visual Arts students to leverage immersive experiences for portfolio research. Simultaneously, the successful pilot of Flint AI across departments demonstrated our commitment to cutting-edge educational tools. Teachers embraced these new technologies through collaborative “Tech Lunch” sessions, showcasing our faculty’s dedication to staying at the forefront of educational practices.

Our co-curricular programs showcased student creativity and problem-solving skills. The internationally recognized Plastiki Rafiki expanded its impact by helping other schools establish plastic recycling workshops. Meanwhile, our ISSEA STEAM team—chosen from over 40 enthusiastic applicants—upheld ISK’s tradition of excellence by winning the championship for the sixth consecutive year at the April competition in Addis Ababa.

These accomplishments reflect our community’s collaborative spirit and dedication to developing innovative, globallyminded students. As we look ahead, we remain committed to providing cuttingedge educational experiences that prepare our students to thrive in an increasingly technological world.

Contributions by ISK’s Technology Integration Team:

Gene Quezada

ES Tech Innovator

Todd Von Seggern

MS Design Teacher & Tech Integrator

Juan Manuel Sucre Pantin

HS Design Technology Teacher & Tech Integrator

Maciej Sudra HS/IB STEM & Design Teacher

Sustainability Report

Environmental Sustainability at ISK: A Year of Growth, Action, and Impact

Environmental sustainability continues to be one of the great strengths of the ISK community. It has been a busy and inspiring year, with many student-led clubs initiating impactful environmental projects across our campus and beyond. “We celebrated our largest Earth Day event to date, and the student-led Carbon Neutral Alliance continues to champion green initiatives, working closely with the administration to support ISK’s commitment to achieving carbon neutrality by 2030.

ISK Environmental Clubs Leading the Way

1. Thrift Treasures:

Thrift Treasures promotes the reuse of clothing and sustainable fashion while raising awareness about the environmental costs of the fast fashion industry. The club held regular thrift flips, where community members could buy or exchange used clothing. Building on this success, they are now planning to partner with local vintage sellers to bring the latest thrift fashion trends to ISK!

2. Plastiki Rafiki:

Now celebrating its eighth year, Plastiki Rafiki continues to lead plastic recycling efforts in Kenya. This year, the club helped establish its 15th recycling workshop, this time in the town of Ewaso near the Maasai Mara. They continue to build recycling machines, design product molds, and turn plastic waste into valuable products, helping clean the environment while creating employment opportunities. Plastiki Rafiki also led workshops during the ISTA Drama Festival and is currently working with five other international schools across Africa to set up recycling programs. They are scheduled to present at the 2026 Global Issues Service Summit in Lusaka, expanding their impact across the continent.

3. Students for the Environment:

This group continues coordinating the Carbon Neutral Alliance and advocating for green policies on campus, such as the ISK recycling Centre, and making ISK a singleuse plastic-free campus.

4. Construction by Design:

Students designed and built a rooftop hydroponic system prototype and, more recently, an efficient, mobile incinerator for waste management in remote areas that will be tested during next year’s IC trips.

5. Greenhouse Club:

The Greenhouse Club maintains ISK’s thriving organic gardens, aquaponics system, biogas production unit, and two stingless beehives. They are also constructing a new apiary to support local biodiversity and allow students to learn about sustainable beekeeping. As part of Earth Day celebrations, the club also launched a syntropic agroforestry project, showcasing regenerative agriculture practices.

A Homegrown Carbon Auditing Tool

Hope, a Grade 9 student and ISK scholarship recipient, has been developing a carbon auditing tool for her STEAM Impact Project independent study. While ISK’s first carbon audit was conducted externally by Urban Green Consultants, Hope’s goal is to create an in-house tracking tool for ongoing use. Collaborating with the Business Office, Operations Team, Canteen staff, and the divisional offices, she has created a spreadsheet that simplifies carbon tracking. Hope has also worked with students at ISU (Uganda) and ICS (Ethiopia), aligning ISK’s efforts with those of other schools in the region. The plan is to share this carbon audit tool at the next Global Issues Service Summit, further empowering the AISA community to take climate action.

Strengthening Connections with Carbon Offset Partners

In 2023, ISK introduced the Tsavo Wildlife Works IC trip, taking students to the Kasigau Corridor in partnership with Wildlife Works, a REDD+ carbon offsetting project. The trip introduces students to real-world conservation efforts that connect climate action with community development. Students worked alongside the NEMA Women’s Group, I Spy Safari app (programmed by ISK alumni and benefiting wildlife rangers- www.ispysafari. com, and climbed Mount Kasigau.

This year, we launched the Coastal Conservation IC trip connecting with another of ISK’s carbon offsetting partners, LEAF - the Little Environmental Action Foundation, a small, community-based project making a big impact in Kilifi. ISK’s support has helped expand mangrove planting areas, improving both environmental resilience and local livelihoods. This region has been affected by mangrove deforestation due to farming and charcoal production, leading to erosion and a loss of critical marine habitats. By planting and restoring mangroves, students directly contributed to carbon capture and the restoration of essential ecosystems that support crabs, shrimp, fish, and empower the local fishing community.

Students toured Bio-Ken and Watamu Turtle Watch to learn about conservation. We explored mangrove ecosystems on a creek float and SUP adventure. We also conducted a beach clean before visiting Eco-World Upcycling and Recycling Centre and seeing how the ‘waste’ we collected is recycled into eco-bricks with our Plastiki Rafiki partners.

Our offset program—supporting local environmental organizations chosen by students and directly linked to our curriculum— remains a key part of ISK’s sustainability strategy, complementing efforts to reduce our actual emissions.

ISK Celebrates Earth Day 2025: A Whole-School Commitment

On April 17th, ISK marked a major milestone by celebrating Earth Day 2025 with its largest event yet. Building on the Middle School’s leadership last year, this year’s event was a full-campus affair, with both the High School and Middle School participating.

Over 20 guest presenters and community partners collaborated with ISK service clubs to deliver a wide range of hands-on activities and expert sessions. In the morning, High School students attended workshops and presentations, followed by Middle School students in the afternoon, many of whom were taught by their older peers.

Some of the Earth Day activities included:

• Building benches and injection molding bag tags from 100% recycled plastic

• Making natural, sustainable soap

• Planting a food forest on campus and indigenous trees in Karura Forest

• Cooking plant-based meals

• Learning about elephant conservation, sustainable stoves, and plant-based innovation

• Revamping ISK’s recycling center and cleaning up Kirawa Road

• Making tree seedballs for local reforestation

Looking Ahead

A special highlight was the fruit tree giveaway for ISK staff. Staff members chose from five fruit species suited to various Kenyan regions, symbolizing ISK’s commitment to long-term environmental stewardship. Many local staff planted their trees in rural homes, extending ISK’s green footprint beyond Nairobi.

This year’s event would not have been possible without the energy and dedication of our students, teachers, and external partners. We extend special thanks to UNEP, Save the Elephants, Grounded, Grove & Meadow, World Bike Relief, Biolite, Plastiki Rafiki, Forest Foods, and many others for supporting our mission to inspire action for a greener future.

Together, we celebrated our planet—and took meaningful steps to protect it.

We believe ISK has a real opportunity to become a leader in environmental sustainability, not just within Kenya, but across the international school community. Building on the momentum of this year, we are excited to see what new initiatives, partnerships, and innovations the 2025–2026 school year will bring.

Maciej Sudra

HS/IB STEM & Design Teacher

Finance Report

Bryce Fort Board of Directors Treasurer

Moez Jiwani Business Manager

Year in Review - Finance 2024-2025

ISK’s sound financial position and appropriate financial management practices were independently confirmed by Grant Thornton in the Unqualified Opinion for the most recent school year audit.

Construction has begun on the new teacher housing. Twenty units of 4-bedroom townhouses and twenty-six apartment units are expected to be completed by December 2025.

The Board of Governors and Board of Directors provided guidance and fiduciary oversight to ensure that ISK remains on a firm financial footing. A regular review of the school’s Long-Term Financial Plan (LTFP) by the Finance Committee and Board of Directors ensures that ISK remains in good financial standing.

There was no provision for capital in the approved budget for the year 2025-2056.

2025-2026 Budget Statistics

Personnel

Other Educational Costs

Operating Overheads

Personnel

Other Educational Costs

Operating Overheads

Bryce Fort

Board of Directors Treasurer

Moez Jiwani

Business Manager

TPamela Pappas Director of Community Relations & Advancement

he 2024–2025 academic year has been a dynamic and inspiring chapter for the Advancement Office. Through collaborative work across admissions, communications, marketing, alumni, and community relations, our team has deepened ISK’s visibility, strengthened relationships, and helped bring the ISK experience to life for families old and new.

Admissions: Welcoming New Lions to the Pride

This year began with a roar as we welcomed over 200 new students to the ISK community, bringing our enrollment to a peak of 1,127 students—a notable increase from the previous year. Our New Family Orientation and OneStop-Shop events were met with positive feedback, reflecting our commitment to a warm welcome and smooth transitions. These efforts were further supported by the launch of a comprehensive New Family Orientation Manual and a dedicated webpage, making it easier for families to feel at home from day one.

We proudly welcomed two new high school scholarship recipients for 2024–2025:

o Hope Langat, Grade 9 (Kenya High School)

o Nathalie Njambi, Grade 10 (Crawford International School)

Chosen from more than 350 applicants, these scholars exemplify academic excellence, character, and a deep alignment with ISK’s mission and educational aims.

Meanwhile, the call for our 2025–2026 High School Scholarship cohort drew 200 applicants. Following a comprehensive selection process, we celebrated the selection of:

o Ethan Mbogo, Grade 9 (Oshwal Junior High School)

o Naito Kiogora, Grade 9 (Lukenya Academy) We look forward to supporting their growth as they begin their journey at ISK.

Marketing & Communications:

Telling the ISK Story

We continued to invest in storytelling and digital engagement to reflect the heart of ISK. Two dynamic Open Days brought prospective families onto campus for immersive experiences—visiting classrooms, meeting student ambassadors, and engaging with the learning that defines ISK. The results were immediate: the February event alone generated over 20 new applications within two weeks.

The Beyond Education campaign made a bold return, focusing on what makes ISK unique—our learners, their journeys, and our shared values. Through short videos, blogs, targeted SEO, and social media strategies, the campaign drove significant increases in engagement and web traffic, and especially a measurable rise in expressions of interest.

Community Relations: Celebrating Together

This year reminded us just how powerful connection can be.

o The Welcome Back Community Picnic in September brought together nearly 1,000 students, parents, faculty, and staff for an afternoon of food, fun, and fellowship. Student clubs raised Ksh 845,650 to support community causes—proof of our learners’ commitment to service.

o In November, we launched our 2024-2025 Farmers’ Market series with the tagline Fresh | Local | Lively, offering a warm and colorful space with local vendors, family photo ops, a kids’ zone, and picnic vibes.

o Our very own Lion’s Tank—ISK’s take on Shark Tank—showcased 12 Student Service Clubs pitching innovative ideas for community impact. With $4,000 in funding awarded, the event was a celebration of creativity, collaboration, and changemaking.

o February’s beloved Taste of Nations, co-led by the PTO and the Advancement Office, brought our campus to life with flavors and traditions from across the globe. More than a culinary experience, it was a celebration of ISK’s cultural diversity and community spirit.

Alumni Relations: Once a Lion, Always a Lion

We deepened connections with ISK alumni near and far, continuing to grow our global network.

In December, we welcomed a group of local and visiting alumni for a BBQ on campus—a joyful reunion filled with stories, laughter, and reconnection.

In April, Nairobi-based alumni came together for an evening of padel at Padel 254, a venue owned by an ISK alumnus. While the games brought out a bit of friendly competition, the real value was in the conversations, connections, and sense of community rekindled off the court.

Looking Ahead

The 2024–2025 school year was marked by steady growth, thoughtful communication, and deeper community connections. Through the work of the Advancement Office, we’ve continued to strengthen an inclusive and engaged ISK community—one that reflects our shared values and welcomes every voice. Whether through admissions, storytelling, events, or alumni outreach, we are grateful to partner with students, parents, staff, alumni, and friends of the school in building a sense of belonging that extends beyond the campus gates. We look forward to carrying this momentum forward in the years ahead. As we look ahead to ISK’s 50th anniversary, we are energized by the opportunity to honor our history, celebrate our community, and shape the next chapter together.

Sincerely,

Pamela Pappas

Director of Community Relations & Advancement

A Welcoming Community Rooted in Diversity

Enrollment for the 2024–2025 school year reached 1,127 students, representing more than 70 nationalities. This remarkable diversity is a defining feature of the International School of Kenya and one of our greatest strengths. At ISK, students, families, and staff from around the world come together to form a vibrant, inclusive community where different perspectives are valued, celebrated, and woven into daily life. It is this rich tapestry of cultures and experiences that sets ISK apart and creates a learning environment like no other in Kenya.

United States

Other Nationalites

Germany: 20

South Korea: 20

Japan: 16

South Africa: 14

Belgium: 12

China: 12

France: 12

Italy: 12

Finland: 11

Spain: 11

Ethiopia: 10

Norway: 8

Switzerland: 8

Bangladesh: 6

Ireland: 6

Pakistan: 6

Austria: 5

Czech Republic: 5

Eritrea: 5

Uganda: 5

United Arab Emirates: 5

Zimbabwe: 5

Indonesia: 4

Burkina Faso: 3

Greece: 3

Hungary: 3

Nigeria: 3

Poland: 3

Sri Lanka: 3

Benin: 2

Bhutan: 2

Colombia: 2

Congo: 2

Dominican Republic: 2

Egypt: 2

Ghana: 2

Guinea: 2

Iran: 2

Jordan: 2

Kazakhstan: 2

Malawi: 2

Mauritania: 2

Mexico: 2

Myanmar: 2

Nepal: 2

Philippines: 2

Portugal: 2

Russia: 2

South Sudan: 2

Tanzania: 2

Vietnam: 2

Albania: 1

Azerbaijan: 1

Brazil: 1

Bulgaria: 1

Burundi: 1

Cameroon: 1

Fiji: 1

Georgia: 1

Kiribati: 1

Kyrgyzstan: 1

Mauritius: 1

Netherlands Antilles: 1

Palestine: 1

Uruguay: 1

United Kingdom

AJudy Mbithe ISK Health Clinician

Health Report

s we launched the year with purpose and energy, the Health Office led a series of impactful initiatives to promote awareness, prevention, and readiness across our campus. Here’s a look back at the highlights:

AED Scavenger Hunt Challenge

To kick things off, we hosted the AED Scavenger Hunt Challenge—a fun, life-saving awareness campaign to help our community locate the 8 Automated External Defibrillators (AEDs) on campus.

Participants:

o Located all 8 AEDs

o Captured a photo at each location

o Submitted entries to win exciting prizes

The enthusiastic participation underscored how important it is to know the locations of these life-saving tools in the event of a cardiac emergency. Congratulations to all our winners, and thank you to everyone who joined!

Medical Certification for Food Handlers

The Health Office coordinated the Half-Yearly Medical Examination and Certification for ISK’s food handlers, supporting our commitment to food safety and public health standards.

Empowering Through Training: First Aid Preparedness

In partnership with the American Heart Association (HELPFIE), over 200 faculty and staff participated in a 5-hour certified first aid course. This handson training blended theory and practice, equipping our team with essential skills to respond confidently to medical emergencies.

Intercultural Trips: Health on the Go

Our school medics accompanied grade-level Intercultural Trips, ensuring students and staff had access to immediate medical care. Their presence helped create a safe and reassuring environment during these memorable experiences.

Student Health Screenings

We conducted vision, hearing, and scoliosis screenings for selected grades as part of our proactive approach to student wellbeing. These early screenings support timely intervention and care.

Thank you to all families for your ongoing support. We encourage regular specialist evaluations to complement these efforts.

Breast Cancer Awareness – October Initiatives

In October, we partnered with Tukimbie Pamoja, the Advancement Office, and TIBU Health to host events under the theme: “No one should face breast cancer alone.”

Activities included:

o On-site health screenings (breast ultrasound, dental, vision, and vitals screenings)

o Community engagement through pink ribbons and “All-Pink Fridays”

The month was a powerful reminder of the importance of prevention, awareness, and community care.

Movember: Men’s Health Awareness

In November, the focus shifted to men’s health with the “Minds and Moustaches” Movember Campaign, again in collaboration with our partners.

Offerings included:

o Mental health checks

o Dental and vision screenings

o PSA and Prostate Ultrasound

o Vitals screenings

Thank you to all who participated—your engagement emphasized the importance of self-care and regular health checkups.

ISK Annual Vaccine Drive

The Health Office ran a successful Vaccine Drive, supporting immunization efforts for our students and community. We were able to vaccinate at least 103 community members. Here are the vaccines that were on offer:

1. Cholera Vaccine

2. Diphtheria+Tetanus+Pertussis+Polio+Haem ophilus B+Hepatitis B Vaccine

3. Hepatitis A (Adult and Paed)

4. Hepatitis B (Adult and Paed)

5. HPV vaccine

6. Measles+Mumps+Rubella (MMR)

7. Meningococcal Vaccine(Groups A, C, W135, and Y)

8. Pneumococcus Injection

9. Rotavirus Oral Vaccine

10. Tetravalent Influenza Vaccine (Flu Vaccine)

11. Varicella (Chickenpox) Live Attenuated

12. Yellow Fever

13. Typhoid Vaccine

Health Alerts & Ongoing Communication

Throughout the year, we shared timely health alerts and updates to keep our community informed and safe.

As we close the academic year, we take time to reflect on our community’s growth, connections, and shared accomplishments. Your health remains our top priority, and it is our honor to serve such a vibrant and caring community.

With appreciation,

The ISK Health Office Team

AAïssata Tounkara Epse Sangaré PTO Chair

s the 2024–2025 academic year draws to a close, it is with great pride and gratitude that we share the highlights of an extraordinary year for the PTO. Building on the momentum of previous years, this year was marked by renewed energy, remarkable community participation, and meaningful achievements across all areas of our work.

Our signature event, Taste of Nations 2025, held on February 22, was a resounding success.

More than 48 countries were represented through a dazzling array of over 100 dishes, showcasing the rich cultural tapestry of our ISK community. The event welcomed more than 1,000 guests and raised an impressive $22,158.40 in gross revenue, supplemented by more than $2,514.21 in donations and vouchers—an outstanding milestone that will directly support PTO initiatives in the coming year.

Taste of Nations 2025 was not only a vibrant celebration of diversity but also a demonstration of operational excellence. For the first time, complete financial accountability was achieved, with no ticket losses recorded— setting a new standard for transparency and best practices at ISK.

PTO Report

Another major highlight was the Friends of the Arts (FOTA) Exhibit 2024, held from November 15–18. Relocated to the Middle School rooftop, the exhibit showcased 363 curated artworks from over 150 East African artists, alongside works from ISK IB Art students.

The exhibit generated KES 4,851,300 in total sales, resulting in a commission of KES 912,000 to fund future FOTA community art grants. Notably, this year’s exhibit was also available online at www.fotaisk.org, extending its reach beyond the ISK campus.

This year, FOTA awarded $10,000 in grants to support local art initiatives. Recipients included Mukuru Art Collective, Children’s Garden Home, Ardhi Gallery with Peter Elungat, and Warazi Art Collective, each receiving $2,500 to further their remarkable work in nurturing art education and supporting local communities.

Our in-school shop, Duka, continued to thrive, offering in-house merchandise and showcasing local artisans’ creations, strengthening our bond with the broader Kenyan community.

Governance was also a key priority this year. In preparation for the 2025 Annual General Meeting, the PTO Executive Committee conducted a comprehensive review and revision of the PTO bylaws to better align with the evolving needs of our community. These amendments will be presented for community approval at the AGM.

Throughout the year, the PTO remained focused on its mission to foster community connection, celebrate diversity, and contribute meaningfully to student learning and wellbeing. From large-scale celebrations like Taste of Nations to targeted initiatives such as the FOTA grants, our work has consistently supported ISK’s broader vision of nurturing passion, creativity, and responsible global citizenship.

As we look to the future, the PTO remains committed to:

o Expanding inclusive opportunities for parent and student engagement;

o Strengthening fundraising efforts;

o Maintaining transparency and efficiency in all our initiatives;

o Continuing to celebrate the vibrant diversity that defines ISK.

We extend our deepest thanks to the volunteers, staff, students, and partners who made this year so successful. Together, we have built lasting memories, strengthened bonds, and reaffirmed our shared commitment to the ISK community.

Warm Regards,

PTO Chair

Aïssata Tounkara Epse Sangaré

FOTA 2024 Report

Overview

For many years, ISK has been sponsoring the FOTA art exhibit. Over time, FOTA has become a beloved tradition within Kenya’s art and international community, connecting talented East African artists with art lovers. The exhibit is carefully curated, featuring a mix of well-established and emerging artists. This provides a great platform for the East African art community to connect, exchange ideas, and increase visibility for new artists.

The event is non-profit, with artists receiving 80% of the sales. The small commission retained by FOTA is used to fund the FOTA annual grants award, which supports local art programs and initiatives.

FOTA 2024 Exhibit Organization

The November 2024 exhibit marked the 26th edition of FOTA, and ran from November 15 to 18, with the gala night taking place on Friday, November 15. The event was planned and organized under the leadership of the FOTA chair and co-chair, who are members of the PTO Executive Committee. They were supported by a dedicated team of two fulltime volunteers, Sarah Day Smith and Krisztina Meyers, who managed curation, artist liaison, exhibit installation, and the design and implementation of the event communication plan, respectively.

Financial summary

The exhibit was relocated to the Middle School Rooftop, a different venue from previous editions, which provided more space and allowed for a larger art collection to be displayed. The gala was a sold-out ticketed event, with a record number of 324 tickets sold. Access to the remaining days of the exhibit was free and open to the ISK school community and families. ISK students’ visits were organized on Monday, November 18, in collaboration with the FOTA team and teachers.

Several sponsors supported FOTA 2024 by providing free appetizers (Sirimon Cheese), banner printing (English Press), and complimentary welcome drinks (EABL). The ISK Director also supported the event with a $1,200 grant from his budget.

The work of over 150 artists from mainly Kenya, Tanzania, Uganda, and Sudan was curated, resulting in a total of 363 art pieces showcased during this year’s FOTA. ISK IB Art senior students also presented their pieces during the exhibit. 148 pieces were sold for a total revenue of Ksh 4,851,300, generating a commission of Ksh 912,000 for FOTA. One IB student sold two pieces, with the full proceeds going to the student.

For the first time this year, the entire exhibition was presented online at www.fotaisk.org. Viewers can access the entire 2024 gallery and contact the artists directly, further supporting and promoting their work between the annual live exhibitions.

A summary of FOTA 2024 financial information is provided in the table below.

Expenditures

Next steps and conclusion

To conclude this year’s FOTA activities, the FOTA team launched in early April 2025 a call for applications for grants to support local art programs in Kenya. This year’s grants will be limited to $2,000 per grant awarded to 5 local art programs and initiatives, including initiatives supporting girls and young women in art.

Moa Bergqvist

FOTA Chair

Maimouna Haidara

FOTA Co-Chair