SY 2025-2026 Q3 Newsletter

Our wonderful Nursery students have been working very hard preparing for the most exciting event of the year, the nursery production! After weeks of practising, they were ready to step onto the stage with big smiles and growing confidence.

Performing at JKS for the first time was a special moment for our class. We are incredibly proud of how bravely they tried something new and stepped out of their comfort zones. For many of them, it was their first time performing in front of an audience, and they handled it with such enthusiasm and joy.

The production celebrated the joy of classic nursery rhymes. The children proudly sang favourites such as Itsy Bitsy Spider and Twinkle, Twinkle, Little Star, along with other well-loved songs they have been learning in class. Through singing and movement, they have been developing their language skills, rhythm, and confidence, all while having fun together.

Watching them share their creativity through song and dance and seeing the pride on their faces as they left the stage was truly a pleasure. It was a lovely reminder of how much they have grown — not just in their learning, but in confidence too.

Our recent Nursery Sports Day was a truly heartwarming celebration, made extra special by the presence of our wonderful mothers. The day was filled with joy, laughter, and energetic little feet as our students took part in a variety of fun-filled activities designed just for them.

The children were bursting with excitement as they ran, jumped, and played, proudly holding their mothers’ hands. Many of our students shared their happiness in the sweetest ways. One child beamed and said, “I’m happy Mama was here with me!” while another excitedly told us, “I love playing and running!” Hearing their joyful voices reminded us just how meaningful these moments are for our young learners.

Throughout the day, the children demonstrated confidence, teamwork, and a wonderful sense of sportsmanship. The smiles on their faces said it all, especially as they cheered one another on and celebrated every small achievement together. As one student happily shared, “I like games with my Mama!”

What a wonderful day it was! The JKS Pre‑K Sports Day was held on Tuesday, 20 January 2026. The weather was pleasant, and the moms arrived full of energy and positivity. We had practised twice for the welcome ceremony, where moms in BB2 and all classes marched in to the upbeat song Eye of the Tiger. Pom‑poms were shaking, and the little ones put on a spectacular show for their families.

After the opening, we moved on to our activity stations. Ms. Marilette, our Sports Coordinator, did a magnificent job of preparing fun and interactive games that were age‑appropriate and engaging for all students.

Pre‑K A, B, C, and D were based in BB2, where four stations were set up. Most classes were divided into teams of three or four students.

• Station 1: Students played hopscotch using large green and yellow hoops.
• Station 2: Students lay on a skateboard and pushed themselves toward a hoop filled with dome cones. They picked up one cone, placed it into another hoop, turned themselves around, and pushed back to the starting point before passing the skateboard to the next player.
• Station 3: A bowling‑style activity where students bounced a ball and threw it at bowling pins.
• Station 4: Students dribbled a basketball and attempted to throw it into a hoop. Moms helped support their children during this activity.

Pre‑K E participated in activities in the indoor gym.

• Station 5: A traditional game of musical chairs, with MYP students assisting and adding to the fun.

Pre‑K F and G were in the outdoor play area.

• Station 6: A memory‑style game where each student had a cone with a dome cone on top and a tennis ball hidden underneath. Students carefully moved and rebuilt the cones and ball in the correct order.
• Station 7: Students took turns shooting a football into the goal. Although it became a bit warm by the end, the MYP girls who assisted were fantastic.

Classes rotated so that everyone had the opportunity to participate in each activity. Once all stations were completed, we returned to BB2 to clear the equipment and set up a tug‑of‑war competition for the moms. The moms were enthusiastic, sharing strategies and cheering each other on.

Everyone had a wonderful time, and our young sportspeople headed home happy and tired. There truly is nothing better than a day filled with organised activities that promote teamwork, enjoyment, and community spirit.

Sharing the Planet is one of the most meaningful transdisciplinary themes to me. It invites young learners to explore the relationships between living things, the environment, and the resources we all depend on. Through this theme, students investigated how human actions impact the Earth and how individuals and communities can work together toward more sustainable futures.

What makes Sharing the Planet powerful is that it empowers learners to become caring, responsible global citizens. By understanding real-world environmental and social challenges, students develop empathy, take action, and begin to see themselves as contributors to positive change. This theme nurtures critical thinking, collaboration, and a deep appreciation of the interconnectedness of life on our planet.

Our Grade 1 production was a joyful celebration of learning, creativity, and confidence! From the moment the lights came on, our young learners shone as Communicators, sharing their voices, ideas, and emotions with pride. The excitement was felt throughout the performance as students expressed themselves through speaking, singing, and movement, showing how much they enjoyed being on stage. Their enthusiasm, smiles, and teamwork made the production a truly memorable experience for everyone watching.

Throughout the preparation and performance, our Grade 1 learners demonstrated strong ATL skills, particularly Communication, Social, and Self-management skills. They worked collaboratively, supported one another, and showed responsibility by practicing lines, remembering cues, and persevering with confidence. The production was a wonderful success and a reflection of our learners as Risk-takers, Caring, and Confident individuals who were proud to showcase their learning. We are incredibly proud of their efforts and the positive energy they brought to the stage!

Our Grade 1 children had a ‘fin-tastic’ day at the aquarium! We started our adventure by enjoying tasty fish and chips together. With full tummies and lots of excitement, we were ready for the day ahead.

After we ate, we watched the seal and dolphin show. The dolphins made a huge splash as they jumped high into the air and swam swiftly through the water. The seals were just as entertaining — they clapped their flippers and even blew us a sweet kiss. The children were amazed and cheered loudly throughout the show.

Next, we explored the aquarium and saw a wide variety of colorful fish swimming in their beautiful tanks. Some were tiny and quick, while others were large and graceful. The children enjoyed spotting different shapes and patterns and sharing what they noticed with one another.

It was a busy and exciting day from start to finish. There were lots of giggles, and plenty of energy — just what you would expect from Grade 1! We all had a whale of a time and made some wonderful memories together.

This quarter, Grade 2 students explored the impact of their decisions on the environment through the Unit of Inquiry on Sharing the Planet. The central idea focused on understanding the consequences of human actions, especially in relation to pollution and waste.

The unit began with an engaging classroom provocation where students observed two contrasting classroom setups—one clean and organized, and the other scattered with paper, plastic waste, and “polluted” water containers. Working in groups, students carefully observed, compared, and discussed what they noticed, asking thoughtful questions about how environments are affected by people’s choices. This sparked meaningful conversations and helped students collaboratively unpack the central idea.

Throughout the unit, students explored three lines of inquiry: different types of pollution, the consequences of our actions on the environment, and responsible choices regarding waste. They analyzed photos, engaged in group discussions, and reflected on how their daily actions can either harm or protect the planet. By the end of the unit, students developed a stronger awareness of the importance of making sustainable decisions, and we are proud of how they are growing as environmentally conscious individuals.

On January 12, 2026, our Grade 2 learners enjoyed a vibrant and meaningful Sports Day that beautifully reflected the IB philosophy and learner profile. Learners were divided into four houses—Spring (green), Winter (blue), Summer (red), and Autumn (yellow)—and encouraged to step out of their comfort zones by working with new classmates and teachers. This experience strengthened their social and communication skills as they learned to collaborate, listen, and support one another.

The day began with an energetic opening ceremony, where each house presented a lively team spirit routine. Through weeks of preparation for the ceremony, learners demonstrated commitment, self-management, and teamwork, showing themselves to be principled and balanced individuals.

Throughout the day, learners rotated through various game stations, applying thinking skills and perseverance while competing in a positive and respectful way. Mothers were warmly welcomed and actively participated, modelling partnership and encouragement. Learners felt proud and motivated to compete alongside their families, strengthening their sense of belonging and community.

One of the highlights was the tug-of-war, where learners faced their parents with enthusiasm and courage, demonstrating the risk-taker spirit. They showed resilience, cooperation, and good sportsmanship in every event.

Thanks to the dedication of the PE department, the day was a great success. Learners left as reflective individuals, carrying joyful memories and certificates that recognized their contributions. Sports Day truly celebrated caring, open-minded, and confident learners growing together.

As we often say, school trips are the highlight of a student’s year, and this quarter, our Grade 2 boys made memories to last a lifetime! From the moment they stepped onto the JKS buses, the excitement was contagious. Singing cheerful songs, we arrived at our destination in high spirits.

The day was packed with fun, engaging activities that had the boys buzzing with enthusiasm. The Stationery Fantasies establishment was a hit, followed by a whirlwind of adventures — the fast-paced ball‑shooting room, the splashy water room, and a creative painting session where they crafted their own ornaments.

But it wasn’t all play; they also got to enjoy a bit of baking (and who doesn’t love treats?) before savouring delicious pizzas for lunch!

“I love this!” exclaimed Faisal Tonsi of Class 2.2, echoing the sentiments of many.
“When can we go again?” asked Khalid Alamri of Class 2.1 — a question that resonated with everyone.

All in all, it was a fantastic trip that will undoubtedly stay in their memories for a long time to come!

In our Grade 3 Sharing the Planet unit of inquiry, students are learning about the central idea that humans have an impact on the water supply. Through this unit, they explore different sources of water such as rain, rivers, and oceans. They are also learning why water is essential for people, plants, animals, and overall health.

Students have been studying the water cycle and how water moves around the Earth. Most importantly, they are developing an awareness of their responsibility to protect water by saving it, keeping it clean, and becoming “Water Heroes” both at school and at home.

Our UOI is linked to language, where students wrote persuasive essays about why it is important to save water. Through posters, investigations, and class pledges, students are taking meaningful action to care for this precious resource and contribute positively to our planet.

Grade 3 Sports Day at Jeddah Knowledge International School was a joyful celebration of movement, teamwork, and community spirit. The day was carefully planned to include a balance of 10 exciting game stations, spread across both indoor and outdoor spaces, ensuring all students could participate comfortably and enthusiastically. What made this event especially meaningful was the involvement of our Grade 3 mothers, who joined their children at each station. From energetic physical challenges to fun cooperative games, the activities encouraged laughter, perseverance, and shared achievement, strengthening the bond between students and their families while promoting healthy, active lifestyles.

Students were divided into four teams: Summer, Autumn, Spring, and Winter, each representing creativity, unity, and school spirit. The highlight of the day was the team performances, where every group presented a lively dance and chant for the mothers in attendance. These performances showcased confidence, collaboration, and enthusiasm, and were met with cheers and smiles from the audience. Sports Day was not only about physical activity, but also about celebrating community, inclusion, and joy. It was a memorable experience for students, mothers, and teachers alike, and truly reflected our school’s commitment to nurturing well-rounded, confident learners through shared experiences and meaningful connections.

Our Grade 3 students recently enjoyed an exciting field trip to TeamLab in Jeddah.  The visit connected beautifully to our Unit of Inquiry about creativity and how people express ideas. As soon as we entered the exhibition, students were amazed by the moving lights, interactive walls, and colorful digital art that changed when they touched it.

Students explored different rooms where flowers grew on the walls, fish swam under their feet, and their drawings came alive on large screens. Many students shared thoughtful reflections. One student said, “I felt like I was inside a painting!” Another explained, “The art listened to us because it changed when we moved.”

Throughout the visit, students practiced collaboration, curiosity, and respect for shared spaces. They asked questions, helped each other, and carefully followed safety expectations.
The experience encouraged imagination and helped students understand that art can be created using technology as well as traditional materials.

We are proud of our students for representing the school positively and showing enthusiasm for learning beyond the classroom.  The trip inspired many creative ideas that we will continue exploring in class through art and design activities.

Our Grade 4 students have successfully completed their Unit of Inquiry Mini Exhibition under the theme Sharing the Planet, and it was truly an inspiring and memorable experience for everyone involved. Over the past few weeks, students worked collaboratively in groups to explore important global issues such as sustainability, recycling, saving endangered animals, global warming, deforestation, and pollution.

Guided by our key concepts—form, function, causation, change, connection, perspective, and responsibility—students created thoughtful and meaningful research questions and investigated each topic in depth. They explored what these issues are, how they function in our world, what causes them, how they are changing over time, and how we are all connected and responsible for making a positive difference. Students gathered information from reliable sources, organized their findings carefully, and reflected on possible solutions.

Using digital tools such as Canva and PowerPoint, students designed creative, visually engaging, and informative presentations. They confidently shared their learning with Grade 3 students, answered insightful questions, and encouraged meaningful discussions. We are incredibly proud of their teamwork, communication skills, and dedication. The Mini Exhibition truly showcased their growth as knowledgeable, caring, and responsible global citizens.

Introduction
In our latest Unit of Inquiry, Sharing the Planet, Grade 4 students stepped into the roles of environmental scientists and ethical researchers. Our exploration centers on the idea that human survival depends on how we balance the use of limited natural resources. By examining water, forests, and energy, students are discovering that every choice we make today echoes into the future.

Collaborative Research & Discovery
The heart of this unit was the collaboration within our inquiry groups. Students worked together, pooling their different perspectives to address complex global issues. The Water Resources team debated local challenges, while the Forestry group explored reforestation. The classroom was filled with shared discoveries and lively discussions.

Using a variety of digital and print media, students practiced ethical media skills—carefully fact-checking sources and ensuring that scientists and photographers were properly credited for their data and images.

“Working in a team helped us find more reliable sources. When one of us found a cool fact about rivers, we all checked to make sure it was from a real scientist!” — Grade 4 Student

Developing Presentation Skills
At the end of the unit, students gave classroom presentations to share their findings. Topics included how fossil fuels impact air quality and why recycling paper helps protect old-growth forests. While some students felt nervous at first, they worked on their voice projection and on supporting each other during presentations. Rather than focusing only on facts, they aimed to communicate key ideas and actions about clean energy and responsible consumption.

“I was a bit nervous to talk about energy, and I think I forgot some of what I wanted to say, but my group helped me remember the important parts.” — Grade 4 Student

Reflection
Through this journey, our Grade 4 learners have shown that anyone can contribute to protecting the planet’s resources. Their research, teamwork, and presentations reflect a growing sense of stewardship and responsibility.

Jeddah Knowledge International School’s Sports Day was a vibrant celebration of teamwork, resilience, and joyful movement. Students across the Girls Section enthusiastically participated in a wide range of engaging physical activities designed to promote cooperation, perseverance, and healthy competition in a safe and supportive environment. Students proudly wore their house colors, bringing energy, excitement, and a strong sense of school spirit to the school-wide competitions.

Throughout the day, students rotated through interactive stations that challenged both their physical abilities and problem-solving skills. From obstacle courses and balance challenges to collaborative team games, each activity encouraged effective communication, peer support, and a focus on shared goals. The enthusiasm across the field and sports hall reflected their determination, teamwork, and positive sportsmanship.

The Grade 4 boys had a fun-filled day out on their field trip to DockX, a lively indoor games and entertainment center. The trip was a wonderful chance for the boys to relax, have fun, and enjoy time together outside of the classroom.

As soon as they arrived, the boys were eager to explore everything DockX had to offer. They tried their hand at bowling, played rounds of mini golf, and tested their skills on a wide range of arcade games. The karaoke rooms were a big hit, with many students confidently singing their hearts out while their friends cheered them on. Other highlights included laser tag, bumper cars and the thrilling F1 simulator, which made everyone feel like a real racing driver.

After a morning of non-stop play, the boys took a well-earned break to refuel with some much-needed chicken strips and fries. Refueled and re-energized, they enjoyed one final round of play before it was time to head back to school.

The boys had a truly wonderful day, with many of them excitedly saying it was their best day ever! Our visit to DockX was a fantastic experience and a well-deserved treat. The boys returned to school with big smiles, happy memories, and plenty of stories to share.

The Grade 5 Exhibition provided our learners with an authentic opportunity to engage deeply with the transdisciplinary theme Sharing the Planet while strengthening their research, communication, and self-management skills. Students conducted in-depth inquiries into issues that genuinely interested and concerned them, exploring both local and global perspectives. Through this process, they demonstrated critical thinking, agency, and a strong sense of responsibility.

A significant component of the Exhibition was the development of public speaking skills. Presenting their findings to parents, teachers, administrators, and peers required confidence, clarity, and thoughtful preparation. Our learners communicated their understanding with purpose and conviction. The Exhibition extended beyond research; it emphasized action.

Students created meaningful products and initiatives aimed at raising awareness and promoting sustained change within their communities.

Mrs. Aya Negm

Grade 5 Teacher

Sports Day was an unforgettable highlight of Quarter 3, filled with excitement, teamwork, and school spirit! Our students eagerly participated in a variety of skill-based stations designed to challenge both the body and the mind.

At the dart target station, students demonstrated remarkable focus and precision as they aimed carefully to knock down the targets. They showcased their abilities as Thinkers and Reflective learners, adjusting their strategies with each attempt. The limbo challenge filled the gym with laughter and determination as students stepped forward as Risk-takers, pushing themselves to bend a little lower each round while cheering on their peers as Caring teammates.

The target board challenge encouraged coordination and perseverance as students threw balls through different-sized openings. Throughout the day, students displayed excellent sportsmanship, proving themselves to be Principled and respectful competitors. Their encouragement and teamwork also highlighted their strong Communication skills.

One student proudly shared, “I kept trying until I finally hit the target!” Another reflected, “Limbo was hard, but I didn’t give up.”

Sports Day was more than just fun and games — it was a celebration of resilience, collaboration, and balanced living. We are incredibly proud of our students’ enthusiasm and commitment!

Community is an important part of society, fostering growth, connections and creating long lasting support networks. I’ve always been interested in helping my community, and i had the pleasure of being able to collaborate with my peers to give back to the community during the previous month of Ramadan.

Last Ramadan, my friends and I were having Fatoor together and we realized how some might not have the meals to even break their fast. With this saddening truth, my friends and I teamed together to gather food and water for the less fortunate, even inspiring others around us to help in our cause.

With a plan in place each girl was tasked with different responsibilities; mine being bringing boxes and making sure that each box had all categories of food. We joined together at my aunts house and put together the boxes filling them with rice, fruits, yogurt, water and so on. After it was put together my friend took to handing the meals.

In doing this service, I gained more compassion for the less fortunate and understood how a small gesture can affect people’s lives in huge ways. Community is all about coming together, supporting eachother, and doing the right thing so never shy away from making a contribution.

Ms. Anwaar Abdelqader

CAS Coordinator/ MYP Science Teacher

What makes a learning community truly strong? In the IB Middle Years Programme and Diploma Programme, it is not only academic achievement or shared goals—it is the way we care for one another.

At JKS, being part of the MYP and DP means striving to be caring, principled, and open-minded learners. A caring community is built when kindness becomes a habit, respect becomes our standard, and compassion guides our daily interactions. It is reflected in the genuine “How are you?” that invites reflection, the collaborative spirit during group work, the academic honesty we uphold, and the encouragement we offer peers during both success and challenge.

Every respectful discussion, every act of integrity, and every moment of empathy strengthens our school culture. When we choose understanding over judgement and unity over division, we create an environment where every student feels valued, safe, and empowered to grow.

As MYP and DP learners, let us continue to be intentional in building positive relationships, celebrating one another’s achievements, and supporting each other through academic and personal milestones.

Because when we care deeply for one another, we do more than build a school community — we build a place where everyone belongs.

Ms. Ashton Marillier

Deputy Head (G6-12)

During our Cycle 12 assembly, students explored the essentials of Digital Safety through an interactive and engaging session. They learned how to protect their personal information, communicate responsibly, and make smart choices online. Fun games and activities helped reinforce key concepts in a meaningful way.

We also reminded students of important digital habits:

• Protect personal information — Never share passwords or private details online.
• Think before posting — Be mindful and kind when sharing anything on digital platforms.
• Stay safe from strangers — Avoid responding to unknown messages and report concerns to a trusted adult.
• Communicate respectfully — Understand the impact of cyberbullying and speak up when needed.
• Use reliable sources — Check facts and verify information.
• Maintain healthy screen-time — Practice tech-free times, take breaks, and avoid devices at bedtime.

Our goal is to empower students to navigate the digital world confidently and responsibly.

Ms. Haya Alahmad

MYP Digital Design/ICT Teacher

Science is not just something I study in class, it is part of my everyday life. The topics we learn about, such as atoms, matter, isotopes, and the periodic table, are not just information for exams. They help me understand how the world around me works.

At home, I see science in simple daily activities. When water boils, it changes from liquid to gas(a physical change). When food is baked or cooked, chemical reactions happen and new substances are formed. Even keeping food in the refrigerator involves science, because lower temperatures slow down chemical reactions and bacterial growth. What we learn about matter in class helps me understand these everyday situations.

Science is also present in technology and medicine. The elements in the periodic table are used in real life: copper carries electricity, lithium is used in batteries, and silicon is found in electronic devices. In hospitals, isotopes are used in medical imaging and cancer treatment. Learning about atomic structure helps me see how science improves and protects human life.

Through science, I also develop important Approaches to Learning (ATL) skills:

• Critical thinking: Analyzing information and making logical decisions
• Research skills: Finding and evaluating reliable sources
• Communication skills: Explaining scientific ideas clearly
• Self-management skills: Organizing experiments and reflecting on results

These skills help me beyond science class. They guide how I understand news about health, the environment, and new technologies.

Science is not just a subject in my timetable. It is a way of thinking that encourages curiosity, inquiry, and responsibility. It helps me understand the world and make informed decisions every day.

Ms. Manal Hilal

MYP Science Teacher/Girls

As we enter the final quarter of the academic year, we reflect on how far we have come. Three quarters completed represents meaningful growth — academically, personally, and as a united school community.

Across the MYP and DP, students have shown resilience, curiosity, and increasing independence in their learning. From strengthening ATL skills to preparing for key assessments and projects, their commitment to excellence is evident each day. Our learners continue to demonstrate the IB Learner Profile through principled action, reflection, and balance in both academic and co-curricular life.

We are equally proud of the caring culture within our school. Student leadership, community initiatives, and academic achievements have contributed to a positive and supportive environment.

As we move into the final stretch, our focus is clear: maintain momentum, refine goals, and finish strong. The most important moments of the year still lie ahead, and we approach them with confidence, focus, and shared determination.

Ms. Nicholette Marillier

Head of Upper School/Middle School

At JKS, we believe that education goes beyond the classroom. Through the IB Middle Years Programme (MYP), we are committed to develope caring, knowledgeable, and open-minded global citizens. Our students are encouraged to understand and respect different cultures while remaining proud of their own identity. This is reflected in our cultural activities, including Ramadan charity initiatives, Foundation Day celebrations, Saudi National Day, and Quran and Hadith competitions. These activities help students develop empathy, responsibility, and strong moral values, while strengthening their connection to their community and traditions.

Students also engage in international-minded experiences such as Sports Day, UN Day, Market Day, and JKSMUN, which build teamwork, leadership, and appreciation for diverse perspectives. Through the Personal Project, learners pursue individual inquiries that connect their passions with global issues, showcasing creativity and critical thinking. All of these efforts are highlighted during our end-of-year Whole School Exhibition, where students share their learning and achievements with the entire school community. By combining academic learning with cultural and global experiences, JKS nurtures students to grow into balanced, principled, and compassionate global citizens ready to make a positive impact in an interconnected world.

Mrs. Raghad Alsheikh
MYP Coordinator

Choosing your IB subjects shapes your university options. IB Physics plays a major role in many STEM pathways and directly affects access to competitive majors. For students considering engineering, physics, aerospace, robotics, nanotechnology, or quantum technology, Physics HL is often required by universities in the UK and widely expected across Europe, the US, and Canada.

For fields such as computer science, artificial intelligence, data science, architecture, environmental science, and medicine, Physics SL is usually sufficient, though mathematics often carries significant weight.

The table below outlines how IB Physics aligns with common university majors and what institutions typically expect, helping you make informed subject choices early in your IB pathway.

Ms. Robina El Srouji

DP Physics Teacher/DP Physics Subject Leader

This quarter, our Grade 10 students have been delving into the fascinating intersection of chemistry and art through “Exploring Color in Still Life.” The chemistry curriculum has come alive as students moved beyond theoretical concepts to explore the practical application of precipitation reactions. The fundamental question guiding their scientific inquiry is: how can we manipulate chemical reactions to create the very materials artists use? Students have been tasked with researching and evaluating specific precipitation reactions to produce their own artistic pigments. This process requires them to apply core chemical principles, such as solubility rules and stoichiometry, to understand how mixing two clear solutions can form an insoluble solid—the precipitate that becomes the basis for their paint. For instance, a student investigating the creation of a vibrant yellow pigment must explain the reaction between lead(II) nitrate and potassium chromate, balancing the chemical equation and hypothesizing how factors like reactant concentration might affect the yield and quality of their synthesized pigment.

This hands-on investigation transforms abstract chemical fundamentals into a tangible product. As outlined in their MYP lab report task, students are not merely following a procedure; they are acting as material scientists. They must formulate testable hypotheses about their chosen reaction’s efficiency, design a safe and logical method for pigment synthesis, and carefully control variables to ensure reliable results. The learning extends to quantitative analysis, where students calculate the percentage yield of their reaction, transforming raw data into a meaningful evaluation of their method’s success. By connecting the chemical structure of their created pigment to its artistic properties like hue, saturation, and texture, students gain a profound appreciation for how scientific principles are not just isolated facts, but the very foundation of creative expression. They are learning that the vibrant colors on an artist’s palette have a rich history rooted in chemistry.

Ms. Sarah Bdier

MYP/DP Girls Science/Chemistry Teacher

Why Your APWEB Infraction Record Matters More Than You Think!

Have you ever caught yourself thinking, “It’s just one infraction… how big of a deal could it be?”
Well, here’s the plot twist: it matters—a lot more than you think! Your APWEB record is like your personal highlight reel of choices, habits, and trustworthiness. And guess what? Keeping it clear can open more doors than you might expect!

A clean APWEB record means you’re seen as someone who’s reliable, responsible, and ready for awesome opportunities. Dreaming of being chosen for leadership roles? Hoping to join special events or represent the school? Want to usher in parents-teacher conference? Or graduation? What about being part of the prefect team?

Students with strong records often get priority—because they’ve earned trust through their actions.

But the impact goes deeper than privileges. A clear record says something powerful about your character. It shows teachers and administrators that you don’t just follow rules—you understand why they exist, and you make wise choices even when no one is watching. On the flip side, small infractions can pile up quickly, sending a message that doesn’t truly reflect your potential or who you are trying to become.

Your APWEB record also pops up during parent meetings, academic check-ins, university applications, and student recognitions. That means it’s more than a list—it’s a story about your growth, habits, and consistency. And here’s the good news: your story can change at any moment. Made mistakes? We all have. What matters is learning from them, resetting your course, and showing that you’re ready to level up.

Every student here is working toward a bright and exciting future—and your APWEB record is just one of the tools helping you get there. So choose the actions today that your future self will proudly look back on. Because a clear record isn’t just clean…
✨ It’s a springboard for opportunity.
✨ It’s confidence in your pocket.
✨ It’s your pathway to possibility!

Ms. Sarah Naanoue

Pastoral Head/ DP Biology Subject Leader

Behind every beautifully plated dish is preparation, discipline, and teamwork. A professional chef’s life is built on passion, precision, and performance — long before the food reaches the table.

Professional kitchens follow the brigade system developed by Auguste Escoffier — a structure still used around the world today.

A Day in the Kitchen

Preparation begins with mise en place — “everything in its place.” Chefs organize fresh ingredients are inspected, vegetables are cut , prepare sauces, and set up stations before service begins. This process, known as mise en place, ensures efficiency and consistency during service. 

 Professional kitchens operate under a structured brigade system developed by Auguste Escoffier. Each role is essential: 

• Executive Chef– Leads the kitchen and oversees operations 
• Sous Chef– Supervises daily kitchen activities 
• Chef de Partie– Manages a specific station 
• Commis Chef– Assists and learns from senior chefs 

Strong communication and teamwork keep the kitchen running smoothly. 

During lunch or dinner service, the kitchen becomes fast-paced and intense. Chefs must stay focused, organized, and calm under pressure while delivering high-quality dishes. Beyond cooking, chefs develop menus, control food costs, maintain hygiene standards, and constantly improve their skills. 

Being a professional chef is not just a job — it is a lifestyle that requires resilience, creativity, and a true love for food. 

Skills for Future Chefs

• Strong knife skills
• Time management
• Cleanliness and organization
• Communication and teamwork
• Creativity and presentation

“Every great chef was once a student who refused to give up.”

Ms. Talah Elessawi

MYP Culinary Art Teacher

Our school’s Model United Nations (MUN) Club continues to thrive as a dynamic space for students passionate about global issues, diplomacy, and debate. The club meets once a week, providing members with the opportunity to develop their public speaking skills, engage in meaningful discussions, and deepen their understanding of international affairs.

During weekly meetings, students participate in mock debates, practice drafting resolutions, and collaborate to propose solutions to real-world global challenges. These sessions not only strengthen research and critical thinking skills but also foster teamwork and confidence.

This year, our Grade 12 students had the incredible opportunity to attend the THIMUN 58 conference. Their participation in THIMUN 58 was both an enriching and inspiring experience.

The MUN Club continues to welcome students who are eager to learn, lead, and make their voices heard on global issues.

Ms. Viloshnee Atcha

DP English Teacher /Head of MUN/ TOK Coordinator

JKS Mark-It Day, held on Friday 23rd January 2026, was a vibrant and successful community event that brought together students, families, staff, sponsors, and members of the local community. The day enjoyed an excellent turnout, creating a lively and welcoming atmosphere across the school grounds. The strong attendance reflected the spirit of unity within the JKS community and highlighted the importance of events that connect school life with the wider public.

A wide variety of stalls ensured there was something for everyone. Visitors enjoyed an appealing selection of food and drinks, alongside stalls selling clothing, jewelry, and handmade items. Younger guests were particularly drawn to the face-painting station, which remained busy throughout the event and added to the festive mood. The diverse range of stalls helped create a marketplace environment that encouraged visitors to stay longer, explore more, and support the cause behind the event.

Importantly, the day achieved one of its main objectives: raising funds for charity. Thanks to the generosity of visitors and the hard work of organizers, a substantial amount of money was collected. This outcome reflects not only the popularity of the event but also the willingness of the community to contribute to meaningful causes.

Feedback from sponsors and partners was overwhelmingly positive. Many praised the organization of the event, the enthusiastic student involvement, and the welcoming environment created by staff and volunteers. Their satisfaction strengthens relationships that will support future school initiatives and events.

Special recognition must be given to Ms Anwaar for her outstanding overall organization of the day. Her leadership, planning, and attention to detail ensured that the event ran smoothly from start to finish. Appreciation is also due to the Student Council, whose members worked tirelessly to assist with preparations, stall management, and coordination on the day itself. Their commitment demonstrated excellent teamwork and responsibility.

Further thanks go to Mr Atiq and Ms Kathy for their support and contributions, which helped ensure the success of the event.

Overall, JKS Mark-It Day was a memorable and meaningful occasion that strengthened community ties, showcased student leadership, and successfully supported charitable efforts. The event stands as a proud achievement for the entire JKS community and sets a strong foundation for future celebrations.

Mr Atiq Salakh Uddin

Head of Middle /Upper School Boys (G9-12)

This quarter has been an outstanding and highly successful period for sport at JKS. Our students have consistently demonstrated exceptional sportsmanship, resilience, and determination in every fixture and tournament, representing the school with pride both on and off the field.

A special congratulations goes to our Grade 7 football team, who secured an impressive 3–0 victory against Nun Academy, while our Grade 8 team delivered an equally dominant 4–0 win. Both performances showcased the hard work, teamwork, and commitment our students have shown throughout the term.

The highlight of the quarter was undoubtedly our Grade 7 football tournament, hosted here at JKS. With seven other schools competing in an exciting group stage followed by knockout rounds, the tournament was a fantastic celebration of school sport. We are incredibly proud that our outstanding Grade 7 team rose to the challenge and were crowned champions — a remarkable achievement and a testament to their dedication and resilience.

It has also been wonderful to see our Grade 5 and Grade 6 students proudly representing JKS in fixtures and tournaments, continuing to build confidence, teamwork, and competitive experience.

We now look ahead with excitement to Quarter 4, where all of our football teams will compete in many more fixtures. We are also thrilled to introduce basketball and table tennis fixtures, alongside our much-anticipated Sports Days in April. We look forward to another term filled with energy, enthusiasm, and sporting success.

Mr. Simon John Cooper

PHE Teacher and Coordinator

While the rest of the world looked on, our students were at the center of it all. Representing our school at the 58th annual THIMUN conference, our delegation joined a global elite of 3,000 students in the international city of peace and justice: The Hague.

Under the thought-provoking theme, “Culture and Heritage: Embracing Diversity,” our students did not just debate policy—they lived it. The theme served as the heartbeat of the event. In an increasingly polarized world, our students stood in the shoes of world leaders, debating how to preserve the past while building a sustainable, inclusive future.

A Dutch Odyssey: From Canals to Clogs

To truly “embrace diversity,” one must experience it. Between intense sessions of resolution-writing, our students explored the rich tapestry of the Netherlands through a series of curated field trips:

The Timeless Charm of Delft: A journey through the blue-and-white tiles and winding canals of one of the Netherlands’ oldest cities. We wandered through a living canvas of 17th-century architecture. Amidst the winding canals and leaning spires, students explored the world of “Delft Blue” pottery, seeing firsthand how a single craft can become a national identity. s.

The Grandeur of Scheveningen: A coastal escape to the famous pier, where the North Sea breeze offered the raw beauty of the Dutch coastline. The salt air and the vast, grey horizon provided a moment of clarity and reflection away from the high-pressure environment of the General Assembly.

Volendam and The Simonhoeve Cheesefarm: In the picturesque fishing village of Volendam, the past felt remarkably present. The highlight, however, was The Simonhoeve, where the “Culture” theme became tactile. Between the rhythmic clack-clack of artisan clog-making and the complex, aged aromas of world-famous Dutch Gouda, our students tasted the traditions they were tasked with protecting in their resolutions.

The Diplomatic Lifestyle: Power Suits and Fine Dining

At THIMUN, the work doesn’t stop when the gavel falls. Diplomacy often happens over a meal, and our students experienced this in style. Each evening, the group was treated to fine cuisine at world-class restaurants, transitioning from the role of “student” to “global delegate.” These dinners weren’t just about the food—though the menus were exceptional—they were about reflection, camaraderie, and celebrating a day of hard-won consensus.

Welcome home to our global citizens. You have navigated the complexities of international relations and the nuances of Dutch culture with equal grace.

Mr. Mohamed Gaffoor

DP Boys English/ MUN Dir/ TOK Assoc Coord