MYP5 Mock eAssessments

Between February 12 and 15, MYP5 students undertook mock on-screen eAssessments.  These eAssessments provide students with a chance to familiarize themselves with the eAssessment format and structure, as well as the types of questions they’ll encounter in the finals in May.

Covering the same subjects as the final eAssessments – Mathematics, Language and Literature, French, Chemistry/Biology/Physics, Geography/History, and Interdisciplinary Inquiries – these mock assessments serve to identify areas for improvement. Both students and teachers use the results to target areas needing refinement before the final exams. Additionally, mock tests assist students in managing their time effectively during the actual eAssessments by providing familiarity with time allocation for each test section.

Student-Led Conferences

The MYP Student-Led Conferences (SLCs), held on March 22, distinguish themselves from traditional parent-teacher meetings by placing students at the forefront. During these conferences, students lead the discussion and present examples of their work to their parents/guardians. MYP 1-4 students curate a portfolio on Toddle showcasing their work from the first two terms, selecting pieces that best illustrate the development of one or more Approaches to Learning (ATL) skills. They reflect on how these pieces represent their skills development and practice goal-setting. These conferences highlight the importance of the student’s developmental process rather than solely focusing on grades.

Please note that MYP5 students will receive a full and final MYP5 report.

Please note that MYP5 students will receive a full and final MYP5 report.

Inclusive Education

Our teachers recently engaged in a series of professional development workshops focusing on the Principles of Equitable and Inclusive Education within the IB framework. This session was paramount as it directly aligns with the core tenets of the IB program and our school principles.

During the professional development sessions, our teachers were equipped with essential tools and strategies aimed at creating inclusive learning environments. These strategies are specifically designed to cater to the diverse needs of our students. By embracing inclusivity, we aim to actively engage all learners in the educational journey, ensuring that each student feels valued and supported to achieve their best.

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Mock Exams

From February 8 to 15, our DP2, AS, and A Levels candidates successfully concluded their mock exams in preparation for the upcoming Cambridge and IBO external examinations in May and June. Simultaneously, DP1 students completed formal assessments for Term 2. The purpose of these evaluations is to furnish students, parents, and teachers with valuable feedback on their understanding of concepts, acquisition of skills, and grasp of course content. I encourage all students, teachers, and parents to leverage this feedback in establishing meaningful learning goals and targets that align with realizing their full potential. The mock reports for our upper secondary students will be published on March 15th, providing an opportune moment for parents and students to collaborate with teachers in devising effective strategies to support their academic endeavours.

Parent Teacher Meetings

Subsequent to the release of mock reports on March 15, the upper secondary division will conduct Parent-Teacher Meetings (PTMs) on Friday, March 22, providing a valuable platform for parents, teachers, and students to collaboratively devise effective strategies moving forward. We strongly encourage parents and students to maximize this opportunity by engaging with teachers to not only celebrate achievements but also to establish meaningful targets and goals. We eagerly anticipate the participation of all stakeholders in these meetings and look forward to constructive and fruitful discussions.

DP1 student Reflective Journal

On February 27, our DP1 students were provided with reflective journals, aimed at fostering reflective practice to enhance meaningful learning and goal-setting. We urge parents to actively support and review their students’ reflective journals every two weeks to obtain clear status updates on their children’s learning goals and targets. This collaborative effort between parents and students will contribute significantly to the overall academic progress and personal development of the students.

DP Teacher ATTL IB Workshops

Since February 8, our DP teachers have actively participated in an IB workshop focusing on Approaches to Teaching and Learning (ATTL). This workshop forms an integral part of the school’s ongoing professional development initiatives, aimed at fostering consistent practices and strategies for the academic growth of our students. We extend our gratitude to the school administration and Directors for their unwavering commitment to the growth of our teachers, recognizing the profound impact this has on overall student learning.

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We are delighted to extend our heartfelt congratulations to Sonia, our MYP5 student, for her remarkable achievement as one of the seven winners in the School Competitions for Francophonie. Her outstanding performance has earned her a prestigious invitation to the prize-giving ceremony, held at the distinguished venue of the French ambassador’s residence. This accomplishment not only reflects Sonia’s exceptional talent and hard work but also exemplifies the spirit of excellence and commitment within our student community. We applaud her success and wish her continued triumphs in her academic endeavours.

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Message from the Careers Team

As we wrap up another term at Acorns International School, it’s crucial to reflect on our achievements and gear up for the opportunities ahead, particularly in university applications and career planning.

A vital part of this process is making firm and insurance choices for university offers. Firm choices are preferred universities, while insurance choices act as backups. We urge students to consider factors like course content, location, facilities, and personal goals. The Careers Team is here to offer guidance and support throughout.

This term, our DP1 and AS students engaged with university representatives, gaining insights into programs, requirements, and campus life. We hosted reps from Canada, the UK, and India, broadening students’ options.

Looking forward, MYP 5 students should focus on subjects aligning with their career aspirations, as performance here shapes university and career paths. 

In conclusion, as we bid farewell to another term, let’s face the future with confidence.

Wishing you a restful holiday and a successful term ahead.

Career Team

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Throughout the second part of Term 2, all secondary students actively participated in various activities aimed at raising awareness for the Stand Up To Bullying campaign. This year’s theme, “Respect Everyone’s Uniqueness,” underscores our commitment to fostering an inclusive environment at Acorns. With a zero-tolerance policy towards bullying, we emphasize the importance of mutual respect among students. We urge our students not only to refrain from engaging in bullying behaviour but also to intervene and report incidents if they witness them, thereby standing up for the victims and upholding our values of respect and empathy.

During PSPE we started the topic Mindfulness. This is a mental practice that involves bringing one’s attention to the present moment with openness, curiosity, and acceptance.

Mindfulness can be used for various purposes across different aspects of life, including Stress reduction, regulation of emotions, improved concentration and focus, better decision-making, performance optimization and enhances your overall well-being. We will continue with this in Term 3.

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Service as action is a fundamental component of the International Baccalaureate (IB) Middle Years Programme (MYP), aimed at nurturing compassionate individuals who actively strive to make a positive impact on the lives of others and their surroundings.

As part of the Duke of Edinburgh (DofE) programme, our Bronze and Silver students embarked on their qualifying journey in Mabira. Alongside hiking, students actively engaged in service activities to benefit the community. Silver students contributed by plastering a wall and floor at a local school, while Bronze students installed swings for the school playground. These endeavours resonate deeply with our overarching vision: to inspire and empower each other to achieve our personal best

Congratulations to our Silver and Bronze participants for their dedication and meaningful contributions to the community.

Creativity, Activity, Service (CAS) Initiative – Celebration of International Women’s Day 

DP students fulfill Learning Outcome 6 by actively engaging with global issues through a myriad of activities during their CAS (Creativity, Activity, Service) experience. Among these activities is the recognition and celebration of international days.

Most recently, our DP1 students orchestrated an event to express gratitude towards the female staff members by presenting them with roses along with uplifting affirmations. This initiative not only commemorated International Women’s Day but also represented a heartfelt acknowledgement of the invaluable contributions made by women within our community.

Service Internship

MYP4 students actively participated in service internships at diverse locations, including Sanyu Babies Home, the Red Cross Society, the Mukisa Foundation, and Dawn Special School. Engaging in these service activities not only fosters personal growth but also enables students to cultivate new skills, collaborate effectively, and embrace international-mindedness by nurturing global engagement, multilingualism, and intercultural understanding. This hands-on learning experience also prompts students to critically reflect on the ethical implications of their actions.

At the Red Cross Society, students delved into the organization’s operations, received comprehensive first aid training, and contributed to community outreach initiatives. Meanwhile, at Mukisa Foundation and Dawn Special School, students undertook a wide array of tasks ranging from gardening and assisting with classroom activities to painting, providing disability training, and participating in music therapy sessions with the children. Lastly, at Sanyu Babies Home, students engaged in nurturing activities such as feeding and playing with the infants, fostering a sense of compassion and empathy.

A testimonial from Sanyu Babies’ Home

Dear Fiona,

On my behalf and behalf of the babies, staff and management of Sanyu Babies’ Home, I wish to thank you very much for bringing your students to Sanyu. It was nice having them around and we hope that they had a wonderful experience with the babies.

Be Blessed 

His Royal Highness, Prince Edward, the Duke of Edinburgh’s visit to Uganda

The recent visit of His Royal Highness, Prince Edward, the Duke of Edinburgh, to Uganda brought significant moments to our school’s Duke of Edinburgh programme. Among the highlights was a youth dialogue attended by our students, focusing on sustainable development goals. Key issues such as education, creating decent job opportunities for youth, addressing climate change, and strengthening institutions and partnerships were emphasized.

During the dialogue, Casey Egesa led discussions on gender equality, Sukaina Mohsin addressed climate change, and Disha Nayee contributed insights on economic growth. Additionally, Jemimah Baridgye, Casey Egesa, and Samalie Kisakye showcased their achievements in physical recreation, skills development, voluntary service, adventurous journeys, and residential projects during an exhibition. They presented their journey from Bronze to Gold through compelling images and videos, sharing their experiences with His Royal Highness.

In a memorable ceremony, our first gold participants were honoured with gold badges, certificates, and commendations for their exceptional accomplishments by His Royal Highness, Prince Edward, the Duke of Edinburgh.

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