The Wave, Nov 2017

A Visit to the President

As part of our unit of inquiry ‘How we organize ourselves’ we interviewed President Nadhmi Al Nasr. This helped us to gain a greater understanding of what it takes to run a large organization, and particularly ‘how KAUST allocates space’. We are very grateful to the President for making time to meet with us (Alaa Ghaffour, Zoha Khan and Iffah Hussain G5).

December 3, 2017

From the Director Co-curricular activities are a significant element of TKS learning that complement what students are learning in school.

Co-curricular activities encourage intellectual, emotional, social, moral, creative and physical development. They also give students opportunities to be active in our community and take their learning beyond the classroom. This helps students do better academically and be better prepared for the next stage in their lives.

The benefits of co-curricular activities include:

Building social skills and lasting friendships Time management skills: as students learn to manage their time effectively and prioritize competing commitments Opportunity to explore a range of interests Developing self-esteem Commitment: as students make a longer-term commitment to something and see it through In this month’s WAVE we have many great examples of our co-curricular activities in action including, the Student Council Association’s campaign - “I’m Part of It”, friendly football matches with Thuwal Schools, our upcoming Musical production Alice...through the iPhone, U14 Girls Volleyball, U16 and U19 Girls Football, and a Cooking Club in GES.

We are excited to announce the launch of our TKS Facebook Page: TKS Sharks https://www.facebook.com/TheKAUSTSchool/ To follow us on Facebook, just click here; then click “Like” at the top of the Page.

In a nutshell: November’s PAC meetings Kindergarten PAC: • Reviewed TKS attendance policy and the changes implemented for this year.

• Discussed communication associated with emergency events. Feedback provided by PAC will be shared with the school.

• Noted Parent / Child breakfast to take place on Jan 31st (East) and 1st Feb (West) • Collated potential Frequently Asked Questions ideas for future publications for TKS KG. • Received feedback from the PAC regarding the recent Open House opportunities, Portfolios and Partners for Learning.

• Provided an overview of the KG Social Competence guidelines in response to questions around ‘how we approach student discipline in the KG’. A version for parents to be shared via parent information sessions.

Secondary PAC: Elementary PAC: • The PAC were briefed by Robyn Collins about gifted and talented programming Caring at GES, in particular the TKS approach and how students are identified.

• As Gifted and Talent Coordinator, Robyn also supports the parents of gifted and talented children.

• It was agreed that Robyn would offer a parent information session in February to explain in greater depth what this programming looks like and the current research supporting such an approach.

• PAC were advised about plans regarding sun safety at GES and noted that a large shade structure was put in place at one of our playgrounds to ensure more cover age for children playing at recess.

• PAC also learned about the project planned for the garden courtyard, which includes a number of new play spaces for children including additional shade for children.

• PAC also noted the different opportunities available to children who wish to stay inside during the hottest times of the year, such as visiting the library and organized games in the gymnasium.

• The PAC were briefed on: the Go Teens Project. This is a Community Life driven initiative and is working closely with selected members from the Student Council Association (SCA).

• A progress update regarding MAP mathematic results which shows an increase from the previous assessment.

• PAC noted the school is working on a report to give to the Board in December 2017 regarding mathematic results.

• Discussed two questions raised by parents: - Late Arrival Day (LAD). Parents advised that students like late arrival day and that it does not seem to be a controversial issue amongst parents - PHE Homework. The school intends to increase the time students are physically active in class and decrease time that they spend on written tasks and homework. We are exploring alternative ways for students to demonstrate their understanding (e.g. using IT, audio and video recordings) while still meeting the MYP requirements.

from Justin Somerville, KG Principal Dear parents, Lately I have been reflecting on one of our KG guiding statements which refers to our learning environment as actively supporting physical, social, intellectual and emotional development.

The KG learning environment provides children with a sense of belonging which reinforces respect, empathy and promotes effective communication. Children are encouraged to be active, to take thoughtful risks, to recognize their accomplishments, to take responsibility for their actions and to develop resilience and positive self-esteem. We have seen so much growth in this respect since the beginning of the year, and I am sure you have too.

We are all looking forward to the KG Book Week which will take place next week from 3rd - 7th December. We will be welcoming author Bill Cotter to the KG and he will be reading to classes throughout the week.

We have also created a community event on Tuesday 5th December in the Harbor Community Library. Here is a link to https://docs.google.com/presentation/d/1n0fjpqFg0zUjd4i5lyTOLLLRfk4Fhg94mJSV-JBpqDQ/edit?usp=sharing the events schedule for the week. Check out your child’s classroom blog for more details regarding events in their class.

Justin Somerville Principal

K3 Open House and Portfolios On November 16th the KG was buzzing with excitement as the K3 team held their first Open House for the year.

Children were very excited about having their parents come in and share their learning at school. Having just completed a unit about how animals grow and change over time, children were excited to share their learning.

Alongside teaching parents class routines and games, children shared their observational drawings, artwork and special learning areas. Some lucky adults even got to visit the chicken coop and hear all about how our chicks hatched and changed!

Children showed how much they had grown through independently leading their parents through the different engagements as well as teaching them about what they had learnt without needing teacher prompting.

In addition to the Open House, parents were given the opportunity to take home their child’s Portfolio. Each portfolio celebrates individual children’s learning journeys and highlights growth in academic, social and physical domains. Taking these documents home allows families to find a quiet space to read through the Portfolios together and reflect on the learning that has taken place.

By Melanie Augustina, K3 Pedagogical Coordinator

How We Express Ourselves

In K1 in October we began our second unit, How We Express Ourselves. Our class have been developing their artistic skills, through drama, paint, music and now sculpture!

We went on a tour of the sculptures in and around our community, for some of them this was the ďŹ rst time they had experienced another artist’s work. We were impressed by the discussions that have arisen from this trip and also how immersed they have now become in sculpture as a way to express themselves. Some children have even made the sculptures they saw using junk modelling, Lian Peter made a mini Monument!

We talk about the shapes they saw, the surface texture and making judgements about what each of the sculptures may have been made from. On the surface of one sculpture was an array of patterns; students have come back into the classroom asking to make their own. We used clay and different tools to form patterns and are now beginning to see patterns wherever we go!

We look forward to seeing how this learning develops and we are already making plans to return to our favourite sculptures.

By: Claire Devey, K1 Teacher, Photos: Ammani Sapireddy

K1 Explore the Museum of Science and Technology in Islam

As part of the unit of inquiry into ‘How We Express Ourselves’ a number of the K1 classes went to explore the Museum at the Main Campus. Travelling by bus to the main campus was in itself an exciting prelude to the visit to the Museum. Miss Dina and Miss Alaa our KG Islamic Studies Teachers, took us on a tour of the exhibits.

Our young learners were captivated by the showcase of the modern version of the ‘Houses of Wisdom’. The more interactive exhibits were a source of fascination. The children had many questions about the moving parts and the constructs of exhibits, such as, the ‘Elephant Water Clock’ and the ‘Water Raising Devices’.

Our K1 children came away inspired and ready to create their own museum exhibits. Upon returning to the classroom the students enjoy reflecting on their experience and taking another look at the pictures of their visit. The images took them back to their experience and they were very keen to inform their friends of the objects they saw and manipulated.

We also took some time to examine the pictures for similar shapes we have been exploring in the classroom. Along with that, many students began to see different types of lines, similar to the ones they have been walking on in Mr. Zack’s class (PE). by: Ingrid McCormack, K1 Pedagogical Coordinator

KG Book Week is Coming

GES Book Week is Coming

Student Action - Cooking Club It all started when a few weeks into school Aisyah Rasyidin, Hajar Shamma and Isabela Finkbeiner-Rivera were thinking about making a cooking club. They thought that their parents always cooked for them, but they should learn to cook so they could cook for their parents. The idea was proposed to Mr. Kelly and their G2 teacher Ms. Amber who recommended they use the skills they would learn in their “How We Organize Ourselves” unit of inquiry that would be focusing on people uniting for a common purpose.

During their 6 week unit students learned important skills such as cooperation, communication and organization in order to help them plan and prepare for the cooking club that evolved into an after school enrichment activity offered to a group of G2 and G3 students.

Aisyah, Hajar and Isabela made posters to advertise their club, created rules, checked out books from the library to research recipes, made shopping lists, created behavior management systems, took attendance, organized groups, set up and even cleaned up.

Ms. Amber and Ms. Dania supervised and assisted when needed. So far this culinary group has cheffed up pancakes, fruit smoothies, flat bread pizza and strawberries with fresh whipped cream. At the end of each session, they have been compiling their recipes in a recipe book that will be brought home and can be shared with their family in the hopes that they can acquire the skills to cook for their parents! Overall, the club is a great success and the incredible effort and commitment these remarkable girls have shown throughout the process is something that should be celebrated and acknowledged!

from Jeff Woodcock, GES Principal Assessment in the Elementary School Earlier this month we had a fantastic turnout of approximately seventy parents at the home learning workshops about Assessment Practices at GES. Throughout the presentation, parents asked great questions which we are pleased to share in this newsletter.

How can I access my child’s MAP results?

Through PowerSchool in the parent portal.

Who can help me understand my child’s MAP results?

Your child’s homeroom teacher is the best point of contact because s/he will provide data to show how MAP results correlate with evidence of learning in the classroom.

Are tutoring programs available to assist my child?

The school does not provide additional tutoring; however, suggestions for continued learning are available in the Home Learning Matrix located on the class blog.

In addition to parents, students and teachers, who else are assessment results for?

The school’s Board of Education receives a summary of student performance data each year. Additionally, when a child transfers out of KAUST other schools will often request copies of their report cards.

How does the school support gifted and talented students?

Teachers differentiate instruction within the classroom to support each child’s learning. Teachers work in collaboration with the the learning support team, Robyn Collins, our school’s Gifted and Talented Coordinator and Paul O’Callaghan, our school psychologist, to ensure a child who is highly able receives the support s/he needs.

How will I know if my child is not performing at grade level?

We understand parents will feel concerned if they believe their child is performing ‘below’ grade level. As a school, however, we recognize that children learn at different rates just as children grow in height at different rates. In terms of academic progress, we place children on a developmental continuum, understanding what the next logical best steps for the child would be. We target these steps when planning instruction.

If a teacher is concerned about your child’s progress, s/he will contact you. Likewise, if you are concerned about your child’s progress, please contact your child’s teacher. Teachers at GES value partnerships with parents and believe strong relationships will set your child up for success.

Powerful Provocations At the beginning of a new unit of inquiry, classes engage in what we call ‘provocations’ to inspire student inquiry. Powerful provocations create a memorable foundation to which learners can anchor knowledge, skills and conceptual understanding.

In a recent provocation, G4 students were joined by their parents to build structures, using a limited supply of resources, that could withstand different environmental conditions’.

After G4’s energizing provocation, Brad Traynor, the G4 Team Leader noted, “It was wonderful to see learners of all ages working together to build a structure that would withstand the forces of nature.”

Alana added, “Parents brought knowledge and experience and they asked us good questions.”

English for New Students GES has been running an English Language program for new students for three years now, to help them socialize with their peers and access the classroom curriculum. We talked to some of the students who are new this year and asked them about what they think of learning English, and how they think they’ve improved.

Shayma: “When I came here I had no English. I was very shy. Now I have a lot of English. I can talk a lot to people! It’s very fun!”

Sabrine: “Before I spoke just French. Now I speak English and French. I know what my teacher is saying and I can read books.”

Qasim: “Reading English is hard, but I try. In Grade One I couldn’t read, but now I can, maybe a little bit.”

Alliah: “English class is fun! We paint pictures and play games. We talk to our friends in English.”

Youmna: “I can speak Arabic very well, but my English is getting better. I like writing in English too.”

The Newcomer English Language Learner program (or Newcomer ELL for short) is for students who are new to TKS and have been assessed as having a beginning level of English that requires direct tuition. These classes are run two to five times a week, and are pull-out classes whereby small groups of students go to the ELL classroom to practice their English through conversation, reading, writing, speaking, listening, games, art and technology use.

In addition, the Newcomer ELL program works collaboratively with home-room and learning support teachers, building teacher capacity for an inclusive model on advice for teaching ELL students in the classroom.

For more information, email the Newcomer ELL teacher: andrew.wright@kaust.edu.sa

By Andrew Wright, Newcomer ELL Support Teacher and Mother Tongue Coordinator

Islamic Studies in GES The G1 Islamic students are exploring a new unit all about ablution and prayer. The main focus of the unit is prayer and cleanliness. We started with the saying of the Prophet, peace be upon him, “removing harmful things from the roads is an act of charity”. Then we practiced that by putting on our gloves and heading out to the schoolyard to do some cleaning. They put into action the words of the Prophet in their daily lives and saw an important link to doing their part in taking care of our world.

In G2, students are learning the importance of prayer. We reviewed and practiced surah al Fatiha, which is the main chapter to be read during prayer. One main learning item was the introduction of one of God’s names (the Merciful and the Compassionate), and how Allah is most merciful with his creation. Near the end students were divided into two groups to work on projects showing their comprehension. One group used clay and created amazing sculptures, such as a mother holding her kids and a dad caring for his children. Another drew someone caring for a patient.

G3 Islamic classes recently took a trip to the King Abdullah Mosque here at KAUST. The students demonstrated what they have been taught about prayer and its movements, sayings, best behavior, etc. The experience of putting their learning into action was meaningful for students.

G4 are taking the importance of prayer seriously and have been principled in their dedication to showing up for prayer here at school.

We have also been discussing the conditions-pillars of prayer.

The Museum of Science and Technology in Islam here at KAUST provided a wonderful opportunity for our G5 students to make the connection between learning and acquiring knowledge to faith and its relationship to our daily lives.

The visit sparked an important idea for students about the vital role Islamic scientists had and still have in today’s world.

By: Rawdhah O. Radwan, Islamic Studies Teacher

from David Tigchelaar, GSS Principal Dear Parents, During the month of November students, teachers and parents participated in many events: • 6 football teams participated in several tournaments • Mark Church, a former IB teacher and currently a well renown author and researcher with Harvard’s Project Zero, worked with our teachers this month.

• Some of our MUN students participated in the YMGE conference in Budapest • The GSS PAC met on 22 November • We presented a Parent Information Session on 23 November in which we shared the MYP / DP and MAP results from last year.

We are looking forward to the following events in December • The musical Alice through the iPhone will be performed on 2, 3 and 4 December in the Auditorium of Building 20 • Spirit Week will take place from 3 - 7 December • TKS football teams are participating in several more tournaments. We will be hosting a tournament on 6,7 and 8 December • We will organise two parent information sessions on course selection • Grade 10 students and parents will be welcome on 10 December • Grade 8 students and parents will be welcome on 12 December • The GSS PAC will meet on 13 December • The last day of school before the winter break will be 21 December

Ann Makonsinski Talk Ann Makonsinski, is a 20 year old Canadian student who created the "Hollow Flashlight," which was recognized by several awards at the 2013 Canada-Wide Science Fair, won the 2013 Google Science Fair for the 15-16 age category, and won several awards at the 2014 Intel International Science and Engineering Fair.

Ann spoke to a mixed group of TKS MYP students from G7, 9 and 10. She told them about how she formulates her ideas and then puts them into actions. The students were very interested and the talk was followed by an excellent question and answer session.

At the end of the talk, Ann demonstrated her award winning ‘’hollow flashlight’’.

By: Euan D. Riddell, Science Teacher

Behind the scenes: Alice through the iPhone While students rehearsed and the production team was busy with music and sets, another team was also hard at work to ensure the success of this year’s musical, Alice through the iphone.

Costumes are vital to any production, they support the narrative of the story and define the characters, as well as providing cohesion and balance through colour and visual appeal.

Much preparation and forethought goes into the design and making of costumes. It starts with the vision of the director, Ms. Claudia Kennedy and from this discussion, ideas for each character are researched and designed. The collage board allows the director and the designer to see what the costumes might look like, ensuring that the themes that the director had in mind are seen through all of the costumes. Then there are many trips into Jeddah and further afield to purchase fabric, putting the designs together, gathering support from the KAUST community for people to sew and help in many different ways.

This year’s costumes are full of fun, whimsy and colour and the students in the production are enjoying seeing them in their costume fittings, in fact we have trouble getting them to take them off! We hope that you will join us at one of the performances to see the costumes for yourself - you won’t be disappointed.

Robyn Collins, Costume Designer, Gifted and Talented Coordinator

I’m Part of it!

This year the Student Council Association (SCA) is set up to change how students perceive them. Their campaign represents the sense of The KAUST School community and how each student should be engaged and feel part of the community. For this reason, SCA chose their campaign slogan, I'm Part of it. They are trying to tell the students, by selecting this motto, that the students are an essential part of the community they serve, that events they plan are designed with them in mind and that getting involved in the various activities at the school will help bring all closer together. The SCA declares that the “It!” refers to both TKS in general and to the sense of community that the students build by coming together to carry out something worthwhile. They have set the goal of getting as many people as possible to associate the phrase with SCA and TKS community.

The SCA have a lot of fun activities coming up, to learn more about them and their plans you can visit the Facebook page here. https://www.facebook.com/gss.sca/

By Safanah Kadi, Communications team.

Photos: Amir Jasmine.

Teenagers and their ‘Devices’ Our children’s lives are strongly connected to technology devices such as laptops and smart phones. It is a key way they interact with the world (as is obvious any day after school in the Flag Pavilion at TKS!). Larry Rosen of California State University has spent the past 3 decades researching the psychological effects of digital technology. He argues that “due to the constant temptation to check their smartphones, today’s students are spending less time on their schoolwork, taking longer to complete assignments, and feeling more stressed in the process.” (Rosen, 2017) Some interesting findings from Rosen’s research include: • • •

• •

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Late adolescents unlock their phones at least every 15 minutes and then look at them for 5 minutes, typically spending 4½ hours a day glued to their devices.

When teens have their phones taken away, they become highly anxious Phone-related anxiety is closely linked to poor academic performance and sleep deprivation Online conversations account for much of teens’ social lives.

Teens are constantly multitasking, even though they know (and we know!) it is not efficient.

80% teens say they rarely sleep well, usually because they have a smartphone at their bedside and check it before going to sleep and during the night.

Rosen recommends that Elementary-age children should spend no more than 30 mins at a time on a device, followed by a break at least 30 mins. Preteens and adolescents should spend no more than 90 minutes at a time with technology, followed by at least 10-15 minutes on an activity that calms their brain. Examples of good brain breaks include going outside, exercising, listening to music, praying or meditating, taking a shower, having an in-person conversation with a friend, playing a musical instrument, or practicing a foreign language.

Before sleeping Rosen suggests using a pink-light setting in the hour before bedtime, and giving a window of 30 minutes to an hour of reading a paper book or listening to music before sleeping, and plugging electronics outside of bedrooms, so teens are not tempted to check messages or chat late into the night. Rosen also recommends that parents should carve out ‘tech-free zones’ such as family meal times.

We can help children build stamina to focus without electronic distraction, (much in the way athletes would hone their skills through progressive strength training). He suggests the following routine an easy start to gradually increase focus: • Set an alarm for 15 minutes • Turn off all websites and apps that are not relevant to the study topic • Place the phone within sight, face down.

• At alarm goes off, student can check for messages for 1 minute, then set another 15-minute alarm • Once the student can tolerate focusing for 15 minutes, push the time to 20 or 25 minutes, aiming to complete a specific task (i.e. writing two paragraphs) before checking messages.

During this exercise, it’s helpful to let friends know that they are focusing on studying and may not respond immediately!

By Johanna SmithBakken, School Counselor Source: Rosen, Larry D. “The distracted student mind-enhancing its focus and attention.” Phi Delta Kappan, vol. 99, no.2, 2017, pp. 8-14. http://www.kappanonline.org/rosen-distracted-student-mind-attention/ Web. 11/3/17

U16 and U19 Football Friendlies between TKS and Thuwal Schools

Football teams from The KAUST School and Thuwal have been getting together for a series of regular football matches and practice sessions over the last month. The games have alternated between pitches at TKS and Thuwal ensuring both sides get to experience a little of each other’s school life. These matches have been a great way of getting our communities together as any language barrier is replaced by the international language of football.

For the last match of the U19 series both teams were supported by their families. Suha Al Muwallad, a supporter from Thuwal, said “I was able to see my brother playing football for the first time and I was very excited for that opportunity. I wish all the best for the teams.”

The games are part of the 2017 Sports Initiative, launched by Social Responsibility in October 2017 with volunteer run sports programs for the elementary, intermediate and high school students of Thuwal and KAUST. Upcoming events include volleyball and girls’ football.

Social Responsibility would like to thank everyone involved in enabling these matches to happen and special thanks to The KAUST School coaches Slim Abed (U19) and Rodrigo Telles (U16) and both the teams for taking part with such enthusiasm.

U14 Volleyball

The trip to the annual U14 Volleyball Festival at JPGS was a true opportunity to see how the the players as a team developed over the season. With only 5 weeks of practice, the team had shown signiďŹ cant progress throughout the festival. They were spirited and united throughout everything and showed it every second possible.

During the games, the players tried to do their best with every choice they made. They were constantly reecting on what they could improve and effectively acted upon it; even in the middle of games. The team was also able to communicate well with each other, ensuring their victories in a majority of the games and showed great sportsmanship when they congratulated the other teams after the games.

Not only did the team put in the effort, but so did the coaches. We are very grateful that we have such hard-working and dedicated coaches to support us all throughout. Not only did they train us, but also showed us the true meaning of a team. Being apart of the team and going to the Volleyball Festival was a truly amazing experience. This tournament will truly be one for us to remember.

By: Varshini Chandrasekaran & Vyoma Shah, Captains, G7 & 8 respectively

Sharks U16 Girls Football

Football season is well underway here at TKS! For the RSAC U16 Girls Football tournament at AISJ, 31 players from the Sharks Girls Football team travelled to Jeddah on Friday Nov 17th with Coach Wright and Coach De Levay to compete as the Sharks A and B teams. Both teams played strongly and scored goals, with Veronika Lewis and Pearl Wright top-scoring with 2 goals each, while Layal Ghryani and Mare Hoteit both excelled as shot-stoppers in goal.

The following weekend The KAUST School hosted the U19 RSAC Girls Football tournament on Saturday November, featuring not one but two TKS Sharks football teams. One was the official U19 Sharks team (see the other article in this issue) and one was a combination U16/U14 team playing in the tournament to get extra match-practice. The U16/U14 team led by captain Alfia Abdulsalam came third, with both Hibah Nawal and Esra’a Othman scoring 3 goals and 1 goal respectively. Coaches Wright and De Levay were very proud of the teamwork, camaraderie, good sportsmanship and positivity shown by all Sharks teams.

By Andrew Wright, Coach

U19 Girls are Red Sea Champions!

On a crisp Saturday morning, with nerves in the air, the U19 Girl's Football team played in the annual RSAC Football Tournament. After gaining some firm footing in the first match of the day, with leadership by captain Lubna Ghanem, the team got a win on the board and moved on through the pool.

With the help of teammates Hiba AbuKhalaf and Lana Fairaq, the front line was strong, Reena Lauguico ran the midfield show, the defense stayed steady and Mayar Elbaz was a force in goal, leading to an undefeated day and a 1st place finish. The team demonstrated good communication, solidarity on the pitch and a respect for the game. Next up – SAIKAC!

By Laney Rweyemamu, Coach