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Columbia International School offers motivated students a safe and healthy learning environment wherein in small classes each student is actively engaged in their learning process. In technology and resource-rich classrooms, dynamic and highly qualified teachers support and challenge students to understand the changing world around them. Our teachers incorporate the healthy whole-child concept, recognizing that social and emotional development along with academic progress is essential for each child. Columbia International School also provides students with opportunities to become involved in many aspects of school life, including social and cultural events, community events, and extracurricular activities. These experiences will enable students to develop skills as responsible global citizens and as leaders within our school and our extended school community. I urge you to take full advantage of the many wonderful opportunities, experiences, and advice that will be available to you at Columbia International School. Let Columbia International School’s 21st-century learning open up the world for you. Columbia International School uses the curriculum of the Province of Ontario, Canada, one of the most advanced and respected education systems in the world to explore the world around them. Our school effectiveness and improvement frameworks and our regular Canadian and WASC certification processes along with tremendous support from our parent’s organization ensure our ongoing development as a learning community. All teachers are involved in continuous learning through Columbia International School’s professional learning circles. Our wireless one-to-one laptop environment allows both teachers and students to access the latest information and learning strategies. Our goal is to create a fun, challenging, and supporting lifelong learning environment that allows our students to develop an appreciation of different cultures and perspectives as well as possess superior communication skills and an excellent command of the English language and to have the knowledge and skills to be successful global citizens in the 21st century. If this sounds like the educational environment you would like to be part of, then I urge you to explore the information contained on this website and to make a sound decision for your child. Please feel free to contact the school for any additional information or to schedule a visit. Columbia fosters the personal growth of each student, instills a sense of social awareness, and encourages respect for achievement. The school strives to develop powers of critical and creative thought, preparing its students both for the demands of post-secondary education in English-speaking universities and life as international people. Recognizing the importance of personal development and self-esteem for success in life, the school provides students with varied opportunities for achievement and personal fulfillment through academic studies and other extra-curricular pursuits. Starting school is an exciting time in your child’s life. Columbia International School is proud to offer an English-based kindergarten program that establishes a strong foundation for learning in the early years for students four and five years old. At Columbia International School, your child is entering an environment that values the uniqueness of each child and the diversity of all its learners. In a safe and caring learning environment teachers work to promote the physical, social, emotional, and cognitive development of every child to ensure he or she is successful at school. Cradled in the “whole child” philosophy our kindergarten offers a healthy and safe learning environment where each child while actively engaged in their learning process, is supported and challenged to reach their highest potential. Caring and experienced teachers provide opportunities for growth in six major areas: Personal and Social Development, Language, Mathematics, Science and Technology, Health and Physical Activity, and the Arts. Columbia International School’s elementary program incorporates a positive whole child approach that recognizes the need for each child to be healthy, safe, engaged, supported, and challenged. The small class size and the collaborative nature of discovery learning methodologies allow for the physical, social, emotional, and academic development of each student. The student-centered approach means purposeful and challenging experiences are designed around ideas, concepts, and themes that are meaningful to students. Caring and highly qualified teachers use the latest strategies to support each student’s language development in our literacy-rich classrooms. In this way, your child develops fluency in both English and Japanese. Columbia Junior High School Program! Our Junior High School for students from grades 7-9 offers two program tracks one for those students who are proficient in English and another program track for students who are beginners or need language support. Small class sizes and our specialized and highly qualified teaching staff ensure individualized attention to language and academic needs and the personal growth and development of each student. In our wireless one-to-one laptop environment, students use the latest technology to support their learning. We encourage all students to get involved in the many programs and activities made available to them at Columbia. Teachers and parents communicating, supporting, and working together are important components of student success. At Columbia, we are committed to offering you a student-centered academic and co-curricular program ensuring an active fun, and rewarding learning experience for your child. Since our founding, we have offered our students one of the most challenging and globally recognized courses of study based on the Ontario (Canada) curriculum. Why Ontario? Well, Ontario consistently places at or near the top in reading, math, and science when compared to other jurisdictions in Canada and worldwide. For example, in comparative studies, Ontario Grade 4 student reading abilities are among the best in the world. In the most recent Progress in International Reading Literacy Study (PIRLS) assessment, Ontario was in the top 3 globally. In addition, 91% of Ontario Grade 10 students met or exceeded the critical science benchmark in the most recent Programme for International Student Assessment (PISA) study. In fact, on a global comparison, Ontario (and Canada) has consistently ranked near the top in the PISA ratings, much higher than the United States and Great Britain!

Founded in 1913, Canadian Academy is a private, co-educational day and boarding international school that provides an inspirational learning experience. We are an IBO World School offering all three of the Primary Years, Middle Years, and Diploma programs. Canadian Academy blends the local Japanese culture with elements from around the world - our students come from over 40 different countries. Canadian Academy's dormitory students range from 9th to 12th grade and come from North America, Europe, and Asia. Our campus is located in Kobe, Japan on Rokko Island. Canadian Academy is approved by the Japanese Ministry of Education, accredited by the US-based Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS), and certified to award both the US high school and International Baccalaureate diplomas. Canadian Academy offers an advanced college preparatory education based on International Baccalaureate programs taught in English. In high school, students can take either the full Diploma Programme or certificates in individual Diploma courses. CA is authorized for both the Middle Years Programme (MYP), taught from grades 6 to 10, and the Primary Years Programme (PYP), taught from age three to grade 5. CA and the IB provide the transferable education that international students require. Canadian Academy's nine-acre campus is a purpose-built facility, opened in 1990 on Rokko Island in Kobe. CA's facilities include not only fully-equipped classrooms, science laboratories, multi-purpose rooms, a fitness center, and specialty teaching areas designed with the modern educational needs of the students in mind, but also two gymnasiums, and two theaters. CA is the center of students' daily lives. The school itself is ideally located in the residential area of Rokko Island, a modern urban center, which also boasts a hospital, parks, shops, restaurants, and other schools. The Early Learning and Activities Center (ELAC), opened in January 2008 enabling CA to more fully meet the growing academic and extracurricular needs of its international and multiage student body. ELAC contains specially designed classrooms on the first floor for our two- through five-year-old programs, as well as the P&G Black Box theater and a second gymnasium on the second floor. These facilities provide flexibility for the scheduling of a multitude of athletic and artistic events. The Herbert Norman Library and Media Center circles the school's central atrium and is a spacious facility located in the center of the school. Offering ample room and resources for research, independent study, and personal reading to students in grades 1-12, it is a hub of activity at the Canadian Academy. It houses more than 42,000 volumes in its collections, containing print, digital and audiovisual materials, accessible remotely through a fully automated catalog system. The library subscribes to numerous magazines, professional journals, daily newspapers, and several online databases. The early childhood library in the ELAC building services students in the Building Blocks program and kindergarten classes. It has a comfortable space for storytime and numerous picture books to check out. Technology is represented by a school-wide network of iPads & computers located in Technology Centers, mobile mini-labs, the library, and in every classroom. Canadian Academy also operates a one-to-one laptop program for all students from Grades 3 to 12. Specialist staff assists teachers to integrate computers into the curriculum. Our athletic facilities include two full-size gymnasiums, a fitness center with an aerobic zone, soccer fields (one artificially turfed), two tennis courts, and elementary school playgrounds. Canadian Academy boasts two beautiful theaters, the main building Theater and the P&G Black Box theater in ELAC. The P&G Black Box theater can be configured in any number of ways to accommodate smaller productions as well as unique types of events. Both theaters are equipped with professional-level sound and lighting control booths. The main theater seats almost 400 people and can serve as an exam site for 100 students. It is used for student performances in music (band, choir, and orchestra) and theater. It is also used for student assemblies and our High School graduation ceremonies. Visiting professional groups use either of these venues for community performances. Our modern cafeteria, with seating for 300 students, serves lunch to our school community. Breakfast and dinner are also available in the cafeteria for residents of the Gloucester House dormitory. Gloucester House, one of only a few international dormitories in Asia, consists of two separate living units (houses) and a recreation center. It provides a living option for students from outside the Kobe area. Each unit contains a kitchen, lounge, six student bedrooms, and three bathrooms. Besides modern accommodations for the students, each 12-student unit includes a dorm parent apartment so that a family relationship can grow among students and their resident advisors, who are also teachers at CA. Although self-reliance is expected, students share in communal tasks and follow rules that are designed to promote respect for each person's welfare and property. Canadian Academy is pleased to offer bus services for our families. This service supplements services offered by several housing communities as well as public transportation. Routes have been designed with attention to where families reside with consideration to bus maneuverability and traffic congestion. Service is available on a first-come, first-served service basis to students in KA through Grade 12!

Japan’s first dual-language British curriculum boarding School to open in April 2020. NEED education is delighted to announce the opening in 2020, a UK National Curriculum, a dual language school that offers an alternative to and preparation for, US and European independent schools. Set in the picturesque Chugoku Mountains, JINIS will offer an outstanding independent school education promoting wellness for all seasons through activities such as skiing, golf, and horse-riding. The school is nestled on a site of over 50,000 square meters of land with an adjoining farm that provides fresh produce and dairy for its pupils. As an international boarding school, we will offer the highest level of pastoral care in a family atmosphere that will become a home away from home for our learning community. Through a broad and enriched dual-language curriculum, our students will develop as internationally-minded children highly competent in both written and spoken English and Japanese. On graduation, they will leave us as confident but humble young adults prepared to thrive in top-tier schools across the world. Set in a privileged natural environment the school offers opportunities for our students to learn about themselves and the wider world stretching far beyond the classroom and textbook. With mountains and skiing, the islands of the Inland Sea, and numerous cultural treasures all within easy reach, Jinseki offers a rare learning journey where education and nature can truly be embraced as one. In a day that will revolve around discovery and fun, our school community offers the perfect context for lifelong learning in a stress-free environment. Close interactions with friends and adults will also help cultivate their communication skills and consideration for others. Young children who have gathered from all over the world will experience stress-free learning while closely interacting with adults as well. This environment will also cultivate their communication skills and consideration for others. The Library and Learning Center is at the heart of the school and central to the lives of the children’s learning. Developing global citizens who can think, learn and act independently are key objectives at Jinseki International School. Given our unique location and boarding school status, learning radiates far beyond the confines of the classroom in an environment that ensures daily stability and consistent support. Our small class sizes ensure a personalized approach to teaching in which every child can prosper. Our curriculum is based on the National Curriculum of England enriched in an international context covering Japanese National Curriculum objectives. Pupils will receive a rigorous, creative curriculum with specific goals and a focus on investigative learning. This integrated English and Japanese curriculum allows the opportunity to develop pupil’s dual-language skills. Lessons will take place in English except when teaching Japanese (Kokugo) for native Japanese speakers and Japanese Studies for non-native speakers. Japanese lessons follow the Japanese Ministry guidelines, whilst Japanese Studies offer a study of language and culture. Social Studies from Grade 5 will be taught in both English and Japanese. For pupils with a different mother tongue language, we will seek, if required, separate external tuition to ensure these language skills are not neglected. Our boarding environment places a strong focus on developing independence with children taking increasing responsibility for their learning as well as their personal belongings and care. Jinseki International School (JINIS) is an international boarding school in Japan recognized by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT).

The educational approach at GIIS is unique. Rather than structuring the learning around a strict curriculum, our educators focus on trying to create learning experiences that prepare students to be happy, balanced, productive, and innovative citizens of tomorrow. GIIS was founded in 2002 with just 48 students at Mount Sophia in Singapore. We have since grown to span seven countries across Asia, with 19 campuses in Singapore, Malaysia, Japan, Thailand, UAE, Vietnam, and India. During this time, we’ve emerged as a leading international school offering Indian and international curricula to students from diverse backgrounds. Since its inception, GIIS has steadfastly focused on providing an extraordinary education to students from all over the world. In adopting the cultural ideology of “Schools That Learn,” GIIS makes every member of our community an equal partner in the process of learning. In empowering students to take on active roles in their progress, we uniquely engage them while promoting a culture reinforcing the joy of lifelong learning. The knowledge, skills, and values learned at GIIS stay with students throughout their lives. In fact, for the past decade and a half, nurturing students for the future has remained one of the primary focus areas for all of our GIIS schools. To that end, ample opportunities, mentorship, and guidance are provided to students, aimed not just at fostering academic success, but also at cultivating the spirit of entrepreneurship, leadership, teamwork, and group dynamics. We nurture our global students into men and women, who will be leaders of distinction, committed to the spirit of excellence, through high-quality education imparted by globally experienced and caring teachers building strong virtues and values while focusing on all-around development, creativity, and entrepreneurship. It’s no coincidence that GIIS is home to the Global Indian Mahatma Gandhi Centre for Universal Values. With a presence on GIIS campuses worldwide, the MGCUV not only gives our students valuable insights into the experiences and teachings of Mahatma Gandhi, but also serves as an institutional lodestar in terms of the values and beliefs it reinforces, and their relevance to the world in which we live. Our Quality Objectives work in tandem with our Quality Policy to ensure the following: Compliance with our Quality Management System Learning at all levels Stakeholder satisfaction Adherence to our values As GIIS continues to grow and evolve to meet the needs of today’s diverse student body as well as the global challenges ahead, one thing will remain the same: Our guiding principles. Our vision, mission, core values, quality policy, and quality objectives have sustained us over the past decade and will continue to do so as we get closer to our vision of becoming an international standard for learning. At GIIS, we offer four different curricula in acknowledgment of our belief that different students have different needs. They include Global Montessori Plus (GMP), Central Board of Secondary Education (CBSE), International General Certificate of Secondary Education (IGCSE), and the International Baccalaureate Diploma Programme (IBDP). Technology is the 21st-century imperative, both in terms of enriching the learning experience and preparing students for further studies and eventual careers. We use a breadth and depth of technology at GIIS, including software-enabled labs, a digital library, e-content in smart boards, 7S analysis, and my GIIS are ERP, to facilitate learning while keeping teachers, students and parents connected and collaborating. As a supplement to our curricula, specialized programming creates new learning opportunities. The Microsoft IT Academy Programme, STEM­-Enabled Classrooms, Encyclopedia Britannica Partnership, Detailed Assessment (DA), HeyMath! and many others vastly enrich the educational experience while nurturing innovative thinking Our award-winning Nine Gems model recognizes that success in the contemporary world relies not only on cognizance, but also on creativity, entrepreneurship, and the ability to explore. What makes Nine Gems truly innovative is its balanced, age-appropriate, and adaptive approach which allows it to evolve with students as they grow. While academic excellence is emphasized at every level, the focus is placed on universal values, ethics, discipline, creativity, and personality development in the initial years, before shifting to academic achievement, leadership and entrepreneurial skills, and key competencies for vocational and career progression during the secondary and high school years. GIIS is committed to shaping and honing student-athletes, as well as providing them with a platform for displaying their growth and abilities. Progress is measured both qualitatively and quantitatively to help students focus on advancing their strengths and improving weaker areas while simultaneously learning about the value of sportsmanship. The importance of holistic well-being-- with a focus on body, mind, and soul is also emphasized!

Grace International Christian School (GICS) is an English-based international preschool for children of ages 1-6. We aim to work within a framework that ensures equality of opportunity for all children and families. We aim to enable each child to fulfill their potential and to be accepted and loved for who they are. We welcome families of all faiths. In cooperation with the church, volunteers from the church lead short prayer times for interested parents on a half-termly basis. The Pastor, Pastor Jocelyn, leads three short services a year for the children and parents at Thanksgiving, Easter, and Christmas time. Our curriculum includes various areas of development skills such as music, dance, language arts, craft, and sports. Creative skills include art and craft, cooking, Bible drama, role-play, music and movement, and creative writing. Interactive skills include holiday programs, indoor play, outdoor play, and imaginary play. Grace International School begins with a school climate of unconditional love, warmth, acceptance, and understanding that each child is a unique individual and is born with potential. We offer a quality Montessori Philosophy along with Christian values. Montessori's Philosophy of education believes that every child carries within him/her the person that they will become. Children are different from each other and need to learn at their own pace and time of readiness. The child has a unique ability to absorb everything in their environment in an intuitive way. Grace International School strives to ensure that the children feel free to explore and develop a love for learning and feel as comfortable as home. Our program is geared to illuminate young minds and to arouse their curiosity which fosters a desire to participate wholly in all aspects of the curriculum. This Christian Montessori philosophy is the basis for all the curriculum at GIS and is the cornerstone for how we interact with your child!

Preschool is designed for a child’s first step to independence. It’s the first exciting experience for both mothers and children. Children will start to think by themselves and also learn how to develop skills between the right choice and the wrong choice. Being immersed in an English environment will help develop a child’s adaptation to thinking and communicating in English. For preschoolers, “Playing is Learning.” In the last 18 years, scientists have discovered more about our brains than ever before. A baby's brain is already growing during pregnancy. For the first three years of a child's life, the brain is continuing to grow. Up to the age of seven, a child's brain is comparable to an adult's brain. The first seven years are the "Golden Years" of a child's brain. During the first seven years of stimulation of the "Fine Motor Skills", the "Gross Motor Skills" and information absorption are extremely important for a child’s development. When Baby’s/Children’s senses are stimulated this creates a reaction in the brain, to make dopamine, which in turn creates positive in the mind and body. Learning needs to be fun. Learning needs to be creative while having fun. Suitable learning environments need to provide for children at age levels to activate the fun learning experience. Go global wants to help children become socially active, cooperative, have communication skills, physical skills, confidence, respect others, have pride, and be creative. We want children to grow this way. Go Global Inter Kids is pleased to announce that we will be offering a kindergarten class for children between 2 and 6 years of age. It is a great opportunity for children to learn independence, social skills and to be immersed in English as a second language. Here at Go Global Inter Kids, we use the STEM teaching system which incorporates Science, Technology, Engineering, and Math. These 4 groups of teaching help to open the doors of children’s thinking and provides them with the opportunity to plan, enjoy group communication and problem-solving. STEM is incorporated in the I.B. World of teaching. Also, there are monthly themes that will bring so much enjoyment to the class as the students develop and progress with the themes from month to month. Kinder Age is children know how to express themselves through communication and art. An idea can lead to more inquisitive questioning of “How”, “Why” and “What.” Because of kinder age curiosity interest increases in many areas, thus learning to a greater action towards discovery and answers. Because they can do it by themselves, they can learn by themselves. This encourages confidence. At the Elementary level, opening the door to theoretical knowledge on how to build friendships, problem-solving skills, maths and science, and personal skills are a key development stage. Children with these abilities have a solid base for a better learning future. Our teachers are well trained and qualified in child care. Your children will spend lots of fun time with the teachers in an English environment including fun activities, such as M&M, Art, Games…etc. Go Global Inter Kids isn’t just about a fun annual curriculum, we do many entertaining events throughout the year too. Participating in our fun events is another reason why your children can interact in an English environment!

J’s International School was founded by two mothers whose children, a boy and a girl, were close friends, both attending international schools in Japan. The boy, Jason, was studying to become a math teacher when he tragically lost his life in an accident in the U.S.A. The girl continued her studies to become an early childhood educator. Together the mothers felt that establishing a school for early childhood development would be a meaningful tribute to Jason’s life as well as the girl’s love of teaching. The two mothers combined their many years of experience in child-rearing and teaching English to create J’s – a school named after the first letter of their children's names and of course Japan. Grateful that their children had the privilege of receiving their education in splendid international schools, the two mothers created J's to enable other children to have similar opportunities. They are also very grateful for the support and encouragement were given to them by educators and parents of the international community in Tokyo. At J’s International School, our experienced staff members are committed to developing a child’s potential. We encourage children to be both inquisitive and creative, and in the process, fill them with curiosity, imagination, and the joy of learning. Studies have revealed that a child’s capacity to learn is at its highest during the first six years of their life. Our teachers show children that learning can be both fascinating and fun during these formative years. We strive to nurture your child’s natural curiosity to explore, play, mimic, and learn while at the same time encouraging social and physical growth, academic skills, sensory perception, and overall independence. J’s curriculum is designed to encourage your child to advance through the program at his or her own pace. It is a consistent and structured approach that allows a child to feel secure in their environment which is so important for their growth. The program is based on modern, up-to-date instructional methods and educational tools-making your child’s transition to an international elementary school in Japan, or a school overseas, as smooth as possible. Along with a high academic standard of Preschool and Kindergarten activities and curricula, we at J's aim to make our school family-like and fun in a very special way, a home outside of the home. Our dedicated teachers go the extra mile helping children individually excel in their strong areas and progress in weaker areas. Our goal is for children to love being at J's, from the warm welcome at arrival time to pick up time, enthusiastically showing their caregiver what was learned that day. We strive to make their first experience of school happy and enjoyable. As this is usually the child’s first school experience our initial focus is to make the daily separation a smooth and easy transition for both child and caregiver. The teachers’ efforts create a fun, loving, and comforting atmosphere and one that every child can adapt to easily and feel safe and secure. Before long, the children look forward to coming to school and enjoy playing with their friends. We make it easier for them to take that first big step into discovering the outside world! The academic goals are numbers 1-10, introduction to the alphabet, colors and shapes, and writing left to right lines!

Founded on June 1st in 1998, JUN International Preschool provides a nurturing at-home environment for children to develop, grow and learn English starting from an early age. Our morning class welcomes children from the age of one and up to a completely immersed English-speaking environment. The most important thing for us at JUN is ensuring that the children are happy. We believe that a happy child is a relaxed child and that a relaxed child is a receptive one. Every child is different and we strive to find the best way for each individual to absorb our English atmosphere. A good ratio of teachers to children is adopted to give each child the attention they need. At JUN International Preschool, our classroom consists of a mixture of ages and nationalities. Having children of different ages learning together gives a family context to the learning environment. The younger children learn from the example of the older children and the older children learn leadership skills and how to be considerate of others. Children learn through play and various activities, thus enhancing their social skills, motor skills, as well as how to express themselves to others and behave well in public. Our qualified and experienced native English teachers have carefully selected the educational materials to foster the growth of our students. Graduates of our morning and afternoon kindergarten classes will acquire a great basis in English. Students who attended classes regularly often go on to skipping grades at international school or passing English Proficiency Tests in their early years at elementary school. With love and passion, the staff at JUN International Preschool work hard to take good care of their children at the fast-absorbing stage of their lives, fostering their self-esteem, confidence, and social skills and preparing him or her for whatever educational and social circumstances may arise in the future. At JUN, the leading roles are played by the children themselves. By forming strong bonds and good relationships with their teachers and friends, they grow step by step and naturally acquire an understanding of English. The children keep their own pace, so they are always happy and relaxed. They love to sing songs in front of people and they’re always excited to share their ‘Show and Tell’ for the day. Teaching children is very rewarding as they give back so much. I get a lot of energy from the children at JUN every day. It is very natural for parents and children to feel nervous when separating from each other for the first time. JUN International Preschool aims to create a nurturing, home-like environment so that children can adapt quickly and smoothly. Once they’re comfortable it’s amazing how fast they grow. Your child’s first experience of being separated from his or her parents should be both a happy and positive one. Our morning class focuses on more than just ‘learning English.’ The five hours spent at JUN each day give children the opportunity to learn valuable daily life lessons at the same time as having a lot of fun and playing with friends. During our daily activities, we learn good manners, such as saying “Thank you,” “Please,” or “Here you are.” We learn by observing and setting a good example for each other. We learn how to go to the toilet, how to wash our hands, change our clothes, put away our shoes, take out our lunch and clean up after ourselves. Kindergarten is for children who graduated from JUN’s morning class and moved on to kindergarten. We also welcome returners from overseas and other students at kindergarten that want to practice English. This class helps kids to remember the English they learned and improve their speaking and reading skills. Two native English teachers run this class and we have a no Japanese during the class policy. Our classes are 90 minutes long, longer than most other English conversation schools. We offer catch-up lessons to students if they miss a class. Some of our kindergarten students like to come back to the morning class when they have days off from kindergarten. Build a Foundation in Speaking, Reading, and Writing in English!” Elementary Class. This class is for kids who graduated from JUN’s kindergarten class and have moved on to elementary school. We also welcome returners from overseas and new students with good basic listening and comprehension skills. These classes are 90 minutes long. The first section of the class is conversation-based, using vocabulary from the monthly themes to practice speaking with the native teacher. The rest of the lesson is conducted by the principal. We make daily diary entries and collect all the crafts and paperwork during class, then we compile it all together as an album and give it back to the children to take home on their last day. These programs are available for anybody to attend. Not restricted to regular JUN students. So feel free to join us! Discounts are available for past students of JUN!

The original Gregg school was founded in Tokyo in 1964 as an English language school, one of only a few of its kind at that time. The English school was so popular among the business community that it soon outgrew the small facility in Yoyogi. To accommodate the growing student body, the school then moved to a larger space in Jiyugaoka. The present property in Jiyugaoka was acquired in 1972 and has been home to Gregg ever since. GiS (Gregg International School), a part of Gregg school, was started in 1986. It is exciting to now see Gregg alumni returning to GiS as parents of some of our students. It is our pride and joy that several of our teachers have been Gregg faculty for decades. Low student-teacher ratio Experienced staff and faculty Family-like atmosphere Individualized attention Multiculturalism Great facilities Conveniently located We do not compare students at GiS. Each student is respected and treasured because he or she is unique. Students are expected to do their best. They blossom at GiS because they feel they are loved and accepted here. Classes are conducted with a lot of discussions. Everyone pitches in. No one is slighted. Well-established programs of individualized reading in kindergarten and individualized writing in lower elementary are a GiS tradition praised by alumni and their parents. GiS is a close-knit community of students, teachers, and staff greatly supported by parents. All teachers know the students of their own classes, as well as all other students in the school. New students feel welcome right away. Our brightly colored school building is a short distance from Jiyugaoka station. The spacious playground is filled with children’s laughter. Sun-filled classrooms are well equipped. Jiyugaoka is a choice residential area for families. GiS’s cross-curricular program is a highlight in the upper elementary school. Students devote their skills and talents to various projects throughout the year. Working together as a team, students’ intellectual curiosity leads them to a higher level of understanding in science, history, and the arts!

As the global IT boom reached Japanese shores, Indian IT professionals led the charge. It was 1999 and nearly 17,000 of them had relocated here. But because of the high cost of living and even higher tuition costs at local international schools, most of these young engineers left behind their wives and children in India. A few lucky ones enrolled their children in local Japanese and international schools, but many grappled with a language handicap or missed an entire school year when relocating back to India. The time was ripe for an Indian school. And so, on August 15, 2004, India International School in Japan opened its doors with a student body of 27. Today, that number reaches well into the hundreds enrolled in kindergarten through 12th grade. To provide an Indian curriculum that inculcates positive attitudes, values, and habits in the students’ overall development. To provide a place where students reflect understanding, compassion, cooperation, and knowledge in all their actions. To emphasize not only the acquisition of knowledge but also positive work and health habits and other personal/social qualities that form character and personality. To Nurture an environment where students learn to respect other cultures so that they become responsible global citizens. And finally, but most importantly, provide a home away from home. Located in the bustling capital city of Tokyo, India International School in Tokyo, Japan (IISJ) is a non-profit, co-educational senior secondary school affiliated to the Central Board of Secondary Education ( CBSE ) New Delhi India. Indian School in Tokyo, with a mission that seeks to educate and empower through knowledge, IISJ, currently offers instruction in kindergarten through to senior secondary school. The curriculum is based on India's CBSE guidelines. The teaching staff of this CBSE school in Tokyo, Japan, is made up of consists of certified, highly experienced teachers. Thanks to its international surroundings, IISJ is in a unique position to offer an education that combines, literally, the best of all worlds. In recognition of that fact, the student enrollment at IISJ has been growing steadily since the school opened on August 15, 2004. However, class sizes are kept small so that students receive consistent, individual attention from teachers as they proceed from kindergarten through the upper grades. Also, because IISJ is a unique English medium Indian school in Tokyo, which follows the national curriculum set by CBSE India, students relocating from (and eventually back to) India will not be disrupting their coursework. It will only be complemented by their unique opportunity to live and share in a thriving, cosmopolitan city. India International School has five sections. Montessori Kindergarten, Elementary, Middle, Secondary, and Senior Secondary Section. Kindergarten is divided into Lower Kindergarten and Upper Kindergarten. In Lower Kindergarten, two and half-year-old children are admitted. Here, the class atmosphere is very informal. Emphasis is placed on building basic vocabulary through rhymes, developing motor skills through Montessori material, and acquiring personality traits such as sharing and helping. Through practical life exercises, kindergarteners learn basic tasks of everyday life. The Indian school in Tokyo, Japan follows the CBSE curriculum. To facilitate a smooth transition for students coming from or going to the ICSE system, the curriculum has been additionally adjusted. The medium of instruction is English. Hindi is taught as a regular subject. We are offering Tamil from 1st grade onwards and French from 3rd grade onwards. Books and materials are as prescribed by the National Council of Educational Research and Training. In addition, Japanese is taught to integrate students with the local culture. Extra-curricular activities include art, piano, Indian music, dance, Soccer, and other sports. The Montessori approach to education is based upon the child's natural inner growth and spontaneous learning. Its goal is to foster the child's development so that he/she can reach his/her full potential. To assist this purpose, children work in specifically prepared environments, which enable them to develop essential skills (for example critical thinking, concentration, independence, and cooperation) while absorbing key academic concepts. Children take part in the joy of learning. In this system, education becomes a preparation for life. The child is given the best possible conditions to promote physical, social, emotional, and intellectual development. Most learning activities are individualized so that he/she engages in a learning task that appeals to him/her and builds a positive attitude toward learning. Through a series of absorbing experiences, he/she forms habits of extended attention, increasing his/ her ability to concentrate. At IISJ, we believe that there is a brilliant child locked inside each student. Our students love coming to school every day as we provide a happy and healthy environment that is caring, nurturing, and supportive of all those who work and study in our school. Our educational methodology is built on the understanding that when children enjoy what they are doing, they learn more. With this in mind, every activity is made educational as well as enjoyable. Our students continuously learn and retain not just write and memorize. They are encouraged to verbalize and voice their opinions and ideas, which in turn helps us to meet the distinctive needs of every individual student. Our objective here is to gently train and teach our students to believe in themselves as learners and as individuals!

The Fukuoka International School offers a high-quality international educational experience for students from ages 3 to 18+. We offer both the International Baccalaureate Diploma Programme (IBDP) in grades 11 and 12 and the International Baccalaureate Primary Years Programme (IBPYP). Starting in August 2018, FIS will become the only school in Kyushu to offer the International Baccalaureate Middle Years Programme (IBMYP). FIS is accredited by the Japanese Ministry of Education as a School Juridical Body, "Gakko Hojin" and also by the Western Association of Schools and Colleges (WASC). FIS values the connection between its host country of Japan and the numerous other nationalities within our community. FIS serves diplomatic families, mobile expatriate families, and local families who are seeking a world-class international education. We pride ourselves on preparing students to be successful in the ever-changing world. FIS graduates go on to earn places at universities all around the world. FIS offers a vibrant and varied After School Activities program. Students regularly go on the field and cultural trips that extend their learning outside the classroom as part of the inquiry-based learning approach. Fukuoka International School is a private, non-sectarian, co-educational day school that offers a comprehensive educational program for students of all nationalities. In 1972, the Fukuoka International School was established upon the closure of the U.S. Air Force Base School in Itazuke. It is the only accredited Pre-K to 12 international school in Kyushu. The original school building and land were owned and supplied by the Japan Baptist Mission, but the growth of the foreign population and demands of education compelled the school to expand. The mission of Fukuoka International School is to create a dynamic learning environment in which students can be educated to high international academic standards. We strive to be a model of unity in diversity in which the individual is respected and each student is challenged at his/her level. FIS consists of three science labs, two music rooms, two art rooms, a makerspace, and a gymnasium in addition to the classrooms. The school also contains a library, student lunch areas in the foyer, a dispensary, a kitchen, and an administrative block. The M.A.D.(Music/ Art/ Design) building (Annex) is located one block from the main campus. The building has a music room, fine arts room, design laboratory, performance area, and a martial arts dojo. Wi-Fi is available throughout the school buildings. The school is located in Momochi, a pleasant residential area at the mouth of the Muromachi River, in the western part of Fukuoka. It is a 10 to 15-minute walk from Fujisaki subway station and has excellent access to public transportation. Fukuoka International School has chosen to implement the PYP in elementary school. Therefore, the IB learner profile is used as the standard to exemplify a truly educated child. Elementary teachers lead children to become inquisitive and seek new answers to ongoing questions. Students are expected to become knowledgeable, principled in their lives, and communicate effectively with peers. Young learners are encouraged to become open-minded about the world around them and embrace meaningful challenges in life. Overall, children should mature into caring individuals, balanced in thought, and with the ability to reflect on their actions. To educate children to this standard, the elementary faculty believes that one of the most important components of a good school is the partnership between school and parents. The important contributions parents make toward a child's success in school is recognized and valued. The elementary staff cherishes excellent relationships with parents as all work together for the best interests of children. The secondary division at FIS is organized into two divisions: the middle school (grades 6-8) and the high school (grades 9-12). To bridge the elementary division’s IB PYP curriculum and the G11 and 12 IB DP, FIS has adopted the Middle Years Programme (MYP). Particular attention is paid to character and skill development, intercultural understanding and respect, and how we manage a healthy balance between our responsibilities and passions. We have three libraries, for both Elementary and Secondary students that support the IB programs. Our libraries have collections, which support the curriculum, facilitate research, and promote the interest in reading. They also provide library services to faculty, parents, and others in the school community. Students from Prek 3 to grade 5 visit the library once a week to check out and return books. We have activities such as read-aloud, read to yourself, making crafts, and unit collaboration with homeroom teachers. The upper elementary students learned how to use our online catalog, differentiate between websites, and doing researches on projects. We also have summer reading programs. For Secondary students, they get to check out books and work on their research projects. Our purpose at FIS is to serve mobile international families and international Japanese. We understand that families will have children with many different needs, different strengths, and academic aptitudes. We are an inclusive school that does not have a pass/fail admissions test. As long as we believe that a student can be successful within our programs, then we will offer admission!

We are a fully accredited day school for students aged 3-18, committed to excellence in education. We enroll students from all over the world, creating a friendly and cooperative multi-ethnic student body. We are the only school in the Chugoku region of Japan where children of all ages can obtain an international education in English. HIS will provide an international education that promotes integrity, excellence, cultural sensitivity, and a lifelong commitment to peace and a sustainable planet. HIS will cultivate young people who are prepared for lifelong learning, meeting challenges, and outstanding citizenship anywhere in the world. An exceptionally warm, welcoming, and inclusive community, at HIS every child is accepted as a unique individual with valuable contributions to make. At HIS, children not only participate in the learning process, they see themselves as valuable contributors to that process, essential members of the learning community. This is what inclusivity means at HIS. Classes are not only opportunities for students to make sense of the world in which they live, classroom experiences are journeys of discovery about the way we learn as individuals, developing independence, and ensuring success far beyond school, into college, and the uncertainties of life beyond. Multilingualism is vital to our mission at HIS, where all teachers are language teachers – every class is a language class. Students develop strong literacy skills in both English and Japanese within real-world contexts, exploring both communicative and academic language, coming to understand the power of language and its usage in our societies. In this way, HIS students are ready to confidently face the challenges of the 21st Century, as they help to forge a more peaceful and sustainable future. Hiroshima International School offers an early childhood education program based on the International Baccalaureate (IBO) Primary Years Programme (PYP). The Early Childhood program at HIS centers on developmentally appropriate practices where children actively engage with their environment through centers, projects, and learning experiences with their peers. Students are expected to master certain skills and concepts that are appropriate to their physical, social and emotional, and cognitive development. The Primary School encompasses students from age 5 – 11. The curriculum is framed by the philosophies and goals of the International Baccalaureate’s Primary Years Program (PYP). The PYP is an inquiry-based, concept-driven curriculum framework for children aged 3-11 years (grades EC – 5) and it combines current research practice from a range of national systems with the wealth of knowledge and experience from international schools. This program, which is broken into six major units of study per year, was developed to meet the needs of internationally mobile students. The middle school curriculum in Grades 6-10 builds upon the International Baccalaureate Primary Years Programme (PYP) and introduces the academic rigor needed for the examination courses in the high school grades. HIS is currently a candidate school for the IB Middle Years Programme. The MYP is an inquiry-based program for students in grades 6-10. The knowledge, skills, and attitudes acquired in the MYP provide a foundation for students to be successful in the IB Diploma Programme in grades 11-12. Students in Grades 11-12 follow the curriculum of the International Baccalaureate Diploma, which is a university preparation program recognized by the best universities around the world. Students are also entered for SATs and, where necessary, for the TOEFL. Our graduating students have been accepted by universities in Japan, the United States, the United Kingdom, Australia, Korea, Estonia, and Canada. In keeping with the school’s mission, the curriculum offered does not align with any particular national system, rather it provides a comprehensive international curriculum that reflects our multinational student body, and thus aims to meet all of our students’ needs. The HIS Holiday Programs are fun and enriching recreational programs conducted within an English language environment. Students participate in a wide variety of collaborative activities designed to enhance communication skills, build confidence and keep students active and engaged. They are great opportunities for your child to have some fun and make some new friends over the holiday period. Friends of HIS is a group of kind donors who support our school. There are two types of donations which are time contributions and monetary contributions. Any monetary donations will be tax-deductible. Pre-admission contact, inquiries and school visit (desirable if possible), Application documentation – see Ent Procedures document, Interview with Principal, and Admission assessments (primarily for placement purposes and assessment of English language skills). The interview is designed to find out from the student what they enjoy about school and what they are expecting at HIS: it is also designed to find out from parents why they wish their child to receive an international education. It is also a final opportunity for a parent or student's questions to be answered. HIS is a selective school and we must ensure that we only admit students whose needs we can meet and who will contribute to our community. The admission assessments have two main purposes such as assessment of the student's previous learning and understanding, if appropriate, and Identification of any learning and/or language support needs the student might have. All assessments are age-appropriate and are designed to be straightforward and non-stressful: we want the students to be able to show what they are capable of. For younger students, the assessments are primarily observational or one-on-one with a teacher, whilst for older students, there will also be short written assessments of numeracy and literacy!

K. International School Tokyo was founded in 1997 as a private, co-educational, non-denominational day school serving the international community of Tokyo from pre-kindergarten to Grade 12. In July 2000, KIST attained recognition as an educational corporation (gakoo hoojin) from the Tokyo Metropolitan Government and has grown to a population of around 660 students. KIST is fully accredited by the Council of International Schools (CIS) and delivers its educational program through the International Baccalaureate (IB) which provides independent international curriculum frameworks: the Diploma Programme (DP) is a widely recognized international high school curriculum used for entrance to universities around the world the Middle Years Programme (MYP) for Grades 6-10 and the Primary Years Programme (PYP) for students aged 3 to 11. Our original vision for the establishment of KIST was to provide a quality, holistic international education for children from diverse backgrounds and abilities to study together in a safe and secure environment without prejudice or injustice. Over the years, however, we have come to the realization that simply providing a safe environment for students from various backgrounds is not enough. As the founders of KIST, we are often asked why we decided to start an international school. Looking back, the first time it occurred to us was when we heard a young boy from Africa, crying from distress at being teased. It broke our hearts to hear his words: “Why is the color of my skin different? Why aren’t I Japanese?” It was from these beginnings that the seeds of thought began to form in our minds. Applications for admission to KIST will be considered for all children regardless of race, national or ethnic origin, religion, gender, or socio-economic background. As KIST does not employ a learning needs specialist, we are unable to accept applications for students with special needs. Applications from children with physical disabilities will be considered on a case-by-case basis according to the specific needs and whether or not the school environment can cater to such needs. As part of our commitment to maintaining a truly international student body, applications are accepted by students of all nationalities. Approximately 650 students representing around 45 nationalities currently attend KIST including approximately 20% American/Australasian/British/Canadian, 8% African/European/Middle Eastern/South American, 18% Indian/Pakistani/Bangladeshi, 29% Japanese, and 25% other Asian. A very high percentage of students have dual nationality. With regards to our curricular programming, upon evaluating various curricula from around the world, KIST chose to adopt the world-renowned International Baccalaureate’s Primary Years Programme (K1 to Grade 5), Middle Years Programme (Grades 6 to 10), and Diploma Programme (Grades 11 and 12) as the most appropriate curriculum frameworks for our school. These IB programs focus on the total growth of the child, affecting hearts, as well as minds, and addressing social, physical, emotional, and cultural needs in addition to academic welfare. KIST believes that the inquiry-based approach to education provides students with the opportunity to take responsibility for their learning. KIST recognizes that all teachers are language teachers and that language must be taught across the curriculum, not only in designated language activities. It is also recognized that each student is an individual with an individual learning style and individual needs. With regards to English proficiency, teachers tailor classroom activities to allow students to develop to their full potential. In addition to such differentiation, English language support is provided to students identified in need of such assistance. Before starting classes at KIST, students are pre-assessed by an English language support instructor or a relevant classroom/subject teacher using a standardized English language assessment, which is divided into the areas of reading, writing, listening, and speaking. The results of the assessment are used as the first indication of which level of support will be required from the classroom teacher and the instructor. While receiving English language support, student progress is assessed continuously through standardized reading level benchmarking, student work samples, participation in class discussions, and observations. Progress related to English language support is reported in a supplementary report sent home with each semester report. The school cafe, Cafe Tomato, provides an optional lunch service for students at all levels. All meals are prepared on-site daily by professional chefs using organic or near-organic produce as far as possible. The menu changes every two or three months depending on the term and is well balanced with a different type of main meal each day of the week. These include beef, pork, vegetarian, chicken, and seafood. Side dishes such as salad, rice, fresh fruit, soup, and bread are also provided depending on the type of meal. Drinks are not included however, filtered water is available at all levels. The cafe is unable to cater to children with allergies or special dietary requirements. To promote diversity, we strive to maintain a balance of nationalities at each grade level (from Grade 1 and above) as well as in individual classes. We also strive to maintain a balance of English language abilities between students at each level. We seek to ensure that the balance of nationalities and language groups is diverse while at the same time does not compromise the position of English as the language of instruction. Gender balance is also a consideration in all classes. Various other factors are also taken into consideration when reviewing applications for admission!