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Late in 1957, when the American School located on the Botanical Gardens Army Base closed, missionary families were forced to consider alternative options to educate their children. Doug Muir, the son of missionaries living in Kyoto, became one of the first students of what is now called Kyoto International School. Doug’s mother decided to home school him, his best friend, along with one other student. Classes were held in a vacant bedroom in their family home. The following year, their large 2 story house on Ichijo-Dori was turned into a day school (Kyoto Christian Day School) and a full-time teacher was hired. By the 1958/59 school year 28 students were enrolled between Grades 1-8. The student body consisted of children from missionary homes as well as families visiting Kyoto for special studies. The name changed in Kyoto International School in 1966. Kyoto International School is a creative and innovative school with 60 years of history. Our solid foundation of values and our mission to make the school a fun and collaborative community that inspires and challenges, enabling students to thrive and take responsibility anywhere in the world makes us a great choice for anyone looking for international education. Kyoto International School is in the heart of one of the world’s best-known cities. Our students are readily able to access the city’s cultural richness, historical traditions, and modern innovations. What we are proud of at Kyoto International School is our community. Our students, teachers, and parents work together to ensure our school is safe and secure, provides quality education, and encourages lifelong learning. The small, intimate size of our classes enables us to know our students and families well. We encourage inclusion, open communication, and mutual respect. Our curriculum is significant, meaningful, engaging, and challenging. The International Baccalaureate Organisation’s Primary Years Programme provides the framework to develop the thinking, communication, social, self-management, and research skills our students need for success in the 21st century. We endeavor to nurture the whole child: cognitively, physically, emotionally, and socially. Our students are encouraged to take action as a result of their learning, either on a personal level or with a wider community. We aim to be a well-known specialty school in the heart of Kyoto city, recognized locally and internationally for providing an exemplary international education. To be a fun and collaborative community that inspires and challenges, enabling students to thrive and take responsibility anywhere in the world. Our community holds a set of shared core values that binds all of its members together. These core values are central to learning and provide the school’s foundation in Inspiring Active Learners, Developing Global Citizens. Play is essential for young children’s cognitive, social, emotional, physical, and brain development. Through play-based learning, young learners develop attributes of the IB learner profile, practice and build skills, understand concepts, and acquire new knowledge. They also develop the academic skills necessary to succeed in the world today. Teachers support this through ongoing, planning for a careful balance of child-initiated play and adult-supported learning. In this way, students are given a specific time to practice and learn foundation skills and to apply them to their play Each day for Middle School students starts with a PE and Health lesson. Research shows that exercise in the morning helps adolescent brains (source). After that, there are 5 one-hour learning blocks throughout the day, and one hour of lunch. Students finish each day with a short homeroom time. Students are not supervised during lunch duty. They are free to move around the school as long they are not being disruptive. If they abuse this privilege, they will lose it. Students are expected to attend school every day, as missing instruction adversely impacts student learning and achievement. All absences (full or part day, including tardies), must be documented by a phone call, email, note, or visit from the parent or sponsor to the front office, with information regarding the reason for absence, date, and/or times the student was absent or tardy. Excused absences/tardies include medical/dental appointments, emergencies, illness, or an advanced absence request that has been completed and is on file. We offer a range of co-curricular activities each day for students from Early Learning 3 and above. Activities offered by KIS teachers are free for KIS students. These activities are usually focused on the creative arts (eg: choir, drama, photography, film making, visual arts). We also offer activities that are run by outside providers. These activities incur an extra fee. These activities include soccer (run by FC Kosmos), ikebana (run by Ikenobo), piano, and vocal lessons. We firmly believe that first-hand experiences provide the best learning opportunities. We take advantage of the fact that we are in one of the world’s most culturally rich cities. We provide many opportunities for our students to experience learning outside the classroom throughout the year. Upon entering the school, students are placed in a house team. Friendly, competitive activities are set up each week for the house teams to earn points. A champion house team is announced at the end of each school year The house teams are named after the four guardians protecting Kyoto (stemming from the Heian-Kyo days): the Black Turtles, the Red Phoenix, the Blue Dragons, and the White Tigers! View full school

Each day’s schedule is carefully planned with an emphasis on exploration and process, questioning and discovering. Activities are designed to foster social, emotional, physical, cognitive, and ethical growth along developmental continuums. Classrooms are divided into areas with developmentally appropriate activities available for a single child or small groups of children to enjoy. Our older children also work on projects in groups or individually in which they learn about topics of interest to them. Our teachers are nurturers and facilitators, who help children plan, select, and explore materials in ways, which help them develop study skills that further their readiness to move easily and confidently into kindergarten. Mitsui Gardens International Preschool is the result of a response that child care was needed by the American Embassy community in Tokyo. It has grown from a small daycare facility with one teacher and an assistant to a full-fledged international preschool. Our Mitsui Gardens International Preschool’s philosophy, teachers, parents, and curriculum support a developmental, dramatic play-based approach to learning, which is incorporated in our daily activities and schedules. We provide challenging activities which offer children many opportunities to construct new knowledge about their world through play. Each day’s schedule is carefully planned to provide developmentally age-appropriate activities designed to entice children to explore and learn. The lessons and activities follow The Creative Curriculum for Early Childhood developed by Teaching Strategies, Inc. located in Washington, D.C., U.S.A. The curriculum provides our staff with clear and concrete ways to apply child development research and learning theories in our classrooms! View full school

In 1999, NWIS was established as a supplementary school for Japanese children attending an international school, and at the same time, a summer school, etc. was held. In 2003, I had NWIS Preschool in Sengawa, Tokyo, 2003 because I thought that I wanted to experience the difference in early childhood education between Japan and North America in kindergarten practice at the time of my study abroad in the US and to experience excellent North American programs for children living in Japan Opening school. I have devoted a quarter-century too early childhood education. At New World International School, we believe that children can learn when they are loved and encouraged in a safe, warm and fun environment. Teachers treat each child as an individual with his or her personality and development style. Using a variety of teaching methods Children who respectfully respect themselves and have good self-esteem will enjoy learning, be proud of themselves, and will learn to respect others. The physical, intellectual, social, and emotional development of a child is the same as the students the opportunity to play. Our program to this natural approach to learning and builds upon it. Through touching Through play, they learn how to solve problems and work cooperatively with others. Play (with purpose) will be the central element of the NWIS curriculum. Instead, Dr. Gardner proposes eight different bits of intelligence (Institute of intelligence, professor of education at Harvard University. The based suggestion that the traditional notion of intelligence, based on IQ testing, is far too limited. to account for a broader range of human potential in children and adults. The program for our 3 to 4-year-old classes is based on a specialized thematic curriculum featuring their letters, shapes, colors, and numbers. We aim to have our K3 say their alphabet, identity upper and lower case letters, and know their sounds Our Handwriting Without Tears® program assists in the development of their writing and fine motor skills. Our K3 can count, write their numbers, and understand the Our curriculum considers the different development levels and needs of each child. We realize how important it is for children to learn through play, We have developed an original approach to language acquisition that helps our students to become bitrate. Our goal is to make each day a successful and positive experience for each child. It is a class for children of young children. This class will be the year of the full-scale start of the theme learning curriculum. Using MI theory, we will learn the theme of each month through music, art, cooking, science, hand and whole-body movement, language, mathematics, and so on. By giving a rich educational environment at this time of wanting to see, want to know, touch, want to touch, full of curiosity, we will connect that interest to intellectual curiosity, inquiry mind. In addition to phonics and reading, we will introduce a US writing program to cultivate pre-writing skills. We will acquire not only figures but also experiences of mathematics of numbers and their concepts, figures, patterns, graphs, and other mathematics. Even in language, we will learn naturally by English as a word of living, at the time of absorption without resistance. Every day in the English environment, Kindergarten's older brothers, sisters are stimulated, words and play spread a lot. Every day children grow up with small success experiences and prepare for advancement. Our goal is to provide a curriculum that will give a child a strong foundation intellectually, physically, and socially. We have developed a year-long program where each monthly theme is linked to the next to allow our students to build upon The curriculum is adapted to progress the developmental needs, each of the children at the particular stage. their program also incorporates math and science, language art, gross motor skills, and learning centers. that the children are free to choose from, This gives each child the independence to decide a part of their own learning experience a day. The program is offered in a very hands-on method K 4 learn phonics, sight words, family words, and simple We also cover logic/math smart, numerals, odd and even numbers, measurements, patterns, addition, and subtraction. NWIS activities and choices stimulate a child's sense of curiosity. We strive for a well-measured balance of play, discovery, and participation to be blended into our day for maximum learning. We strive for a well-measured balance of play, discovery, and participation to be blended into our day for maximum learning. We strive for a well-measured balance of play, discovery, and participation to be blended into our day for maximum learning. We will learn and enjoy each child's developmental stage and growth process with parents and children through circle time, music, dance, art, reading of picture books, etc. We will make English familiar with many talks, reading, chants, and Mother Goose, etc. We will also introduce how to support your child at home to raise your child by literacy! View full school

Founded by parents and community members in borrowed facilities in 1964, NIS opened doors in our permanent home in Moriyama in 1968. In the 54 years since, much has changed - not only in the field of education but also here in the Chubu region. While NIS has kept pace with these changes, it is our founding philosophy that has remained a guiding constant. As a not-for-profit institution, NIS was formed with only one purpose – to meet the needs of the community we serve. This enduring truth remains with us as important today as we strive to cater to the increasingly diverse international community of Nagoya. Since opening our doors in 1964, NIS has served the needs of thousands of young students of the bicultural, international, and internationally-minded community of Nagoya. NIS serves students whose parents work in the international business community, as well as Japanese nationals and other long-term foreign residents of Nagoya. As an inclusive school, NIS enrolls students with diverse gifts, talents, and dreams. From this diversity of nationalities, backgrounds, and abilities, our community can celebrate and nurture different perspectives and ways of learning that benefit all students. At NIS, we are a community of educators, families, friends, and businesses working together in partnership to ensure the success and happiness of our students. By participating and involving our greater community, students can learn and grow in an environment that supports our mission. Our parents play a vital role in this process by supporting students at home and in the classroom, and by getting involved in Parent Partner-related activities that bring diverse perspectives and, in so doing, help our students develop a better understanding of themselves and their world. NIS staff are recruited from a global pool of candidates selected for their proven track record in education as well as for their qualifications and experience. A diverse staff, NIS teachers represent nine different nationalities and include veteran educators as well as those nearer to the start of their careers, and also includes those qualified as external examiners, workshop leaders, or consultants for the IB. With safety a priority, all NIS staff undergo child protection training and are subject to ongoing performance management – and as life-long learners, all NIS staff participate in professional development programs. NIS seeks to make our mission the reality for every student, in every classroom, every day – by design. Our teachers are dedicated to nurturing the talents and dreams of students who come from diverse backgrounds and abilities. Our students are the beneficiaries of the generous support of a dedicated group of volunteer Trustees and Directors who ensure that our facilities, finances, and programs work in concert with teachers and staff to provide the best possible foundation for learning and growth. Our curriculum is framed by the programs of the IB and accredited by the Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS). NIS has chosen the IB programs because we feel it best supports students to nurture the skills needed to both expand their knowledge and encourage them to critically analyze, reflect upon, appreciate and contribute to the world around them. While the curriculum is taught through the medium of English, we feel strongly about the importance of studying the Japanese language and the customs and traditions of Japan as a window to our regional culture. This is a difficult question to answer as many of our students have two passports and some even have three. For the 2014-15 school year, school-wide there are 34 nationalities represented with the largest groups of students from the U.S., Canada, Korea, and Japan (as of Sept. 1). Roughly 70% of all our students have non-Japanese passports. The number of children who have dual citizenship continues to rise, as does the number of Japanese “returnees” who have spent time abroad. NIS offers "ASAs" (After School Activities) for certain days in quarters 2,3 and 4. Since these activities rely on the particular skills of teachers or parents who are available, the type of activities offered to vary each quarter and each year. Parents are asked to pick children up shortly after the activities finish. NIS has a four-week summer program that offers a chance for students to engage in activities focusing on arts & crafts, drama, music, sports, games, science, media, culture, language, and leadership. NIS does NOT offer other evening or weekend remedial programs such as English or SAT prep courses. NIS accepts applications at all times of the year, and depending on availability students can enroll at any time. However, school policy regarding transferring seniors requires one full year spent at NIS as a senior. The school requires ample time to review the application and the transcripts submitted, and we ask for a minimum of two weeks between receipt of the application and an interview. To ensure a smooth transition for both the student and the class they will enter, the school requires some preparation time after the interview as well. Since many students enter the school at mid-year, we have found that it is important to not only properly inform any involved staff but also the applicant’s peers – their classmates. Typically the applicant will start 2-5 days after the family interview! View full school

Various creative activities enforce the children’s learning skills. Art & Craft, Dramatic Play・Music & Movement・Games・Cooking・Math・Science・Fiscal Education, all these hands-on activities help children to enhance their thirst for knowledge. We believe in children’s limitless possibilities. We cultivate dynamic creativity leading to positive futures. We aim to share diverse values for the emergence of a fertile international world where children can grow alongside each other. We understand being a part of this world means respecting and accepting other cultures, people, and their lives. We all live together so each one of us must have communication skills to work alongside one another. We think that being creative is conceiving something from what appears to be nothing with our intellectual interest and cultivated inspiration. We can express ourselves through our creativity to the whole world! The Preschool class for 1-year-olds helps children get used to playing after being separated from their mothers. By playing in small groups, the children learn basic everyday habits. A school preparatory class based on an American childcare education curriculum. By placing the children in a program that matches their developmental stage, they develop their sense of independence, creativity, language skills, and physical skills. This class teaches children to freely express their feelings in a journal, basic phonics that teaches them the correlation between English words and sounds as well as English literacy (reading & writing). This is an English language program that allows children to learn English by interacting with foreign teachers. Preparatory program for The United Nations Association Junior Test of English, which stresses extensive English speaking and reading. This class uses a "mixed-age" method where children can mingle and play with children of various ages. Through various activities, the children learn how to become independent and nurture their creativity. We have seasonally themed events during the spring, summer, and winter vacations, which include outdoor activities, cooking, and more. School is based on the spring, summer, and winter vacations, having special themes for each class, for example,“(all over) the world”,” books”, “various sports”, and so on. All teachers and students dress up in costumes and go out on the parade “Trick or Treating”. We also enjoy various kinds of activities, crafts, and games. The students from every one of our centers show their growth and what they have learned throughout the year in KIDS WORLD with their teachers and friends at this event! View full school

The world is changing rapidly, and we are experiencing what many have called the fourth industrial revolution. This revolution is being led by innovations such as artificial intelligence, the internet of things, and big data. These innovations are consuming the world. Rapid globalization has also created more and more complicated international problems. In a further 20 years, the world will be beyond our imagination, and our children will need the abilities and skills to solve problems without clear answers. Although our world is rapidly changing, education at Japanese schools has changed very little in 50 years. That is one of the reasons we decided to open an international science school five years ago and the Laurus International School of Science Primary School last April. As the first and only international school of science in Japan, we promise to devote ourselves to equipping your children with the tools and knowledge they will need to create their own future. Not only will we guide and encourage them to become innovators and leaders, but we will also help them become responsible, contributing members of society during an era of uncertainty. Science does not equal complicated chemical formulas. Children are born scientists, with brimming curiosity, who naturally learn about the world around them. Our curriculum at Laurus International School of Science guides each student by providing opportunities to participate in new, educational experiences. Students are then encouraged to think scientifically by creating a hypothesis and guided to learn by experimentation. Epitomizing the Laurus school ethos, science classes challenge students via stimulating thematic units which encourage children to hypothesize, experiment, and inquire! View full school

International Baccalaureate (IB), as a comprehensive educational program full of challenges in 1968, fosters students who understand the complexity of the world and can deal with that, and give students responsibility to the future It was established to acquire attitudes and skills to take action and give internationally accepted university entrance qualification (international baccalaureate qualification) and securing a route to university entrance. Currently, we are preparing a common curriculum for accredited schools, international universal baccalaureate tests, and international baccalaureate qualifications. International Baccalaureate (IB) aims to train young people with an inquiring mind, knowledge, and compassion that contributes to building a better, more peaceful world through the spirit of understanding and respect of diverse cultures. For this purpose, the IB is working with the school, government, and international organizations to develop a challenging international education program and a strict evaluation system. The IB program actively promotes students who understand the differences of people as differences between students studying in various parts of the world, and that people who think differently from themselves can have their respective correctness, I am encouraged to continue learning throughout my life with a sympathetic mind. The Enhancement of Life through the Development of Individuality is the founding spirit of Linden Hall School. Surrounded by verdant nature, the school aims to provide an advanced learning environment, which nourishes creative individuals who will continue to enhance their distinctive talents throughout their lives. Individuality, in its meaning at Linden Hall School, refers to the unique character or talents of a person, group, or nation. Our school aims to nurture intelligent global citizens who will cherish individuality, harmony, and the spirit of coexistence through the appreciation of the roles of both the self and others. To achieve these objectives, Linden Hall School provides a top-class holistic education that suits the needs of the 21st century. We seek to cultivate principled and genuine international citizens with inquiry-based learning skills, who use English, in addition to their native languages, as a tool to function effectively throughout the world with outstanding originality. Through being part of our supportive and enjoyable school community, Linden Hall School students are expected to deepen their character as well as their abilities learn respect for others, and maintain an enthusiastic academic attitude to become individuals who can contribute to the betterment of the world. Linden Hall Junior- and Senior-High School Division will be holding open school events this year as follows, for prospective parents or those interested in finding out more about our innovative and stimulating educational programs. Enabling our students to benefit from study abroad, Linden Hall maintains exchange relationships with the following schools, and exchange students come each year to Linden study with us, thereby enriching our school life in Japan too. Linden Hall High School works together with well-known universities from countries all over the world, sharing global viewpoints and endeavoring to raise truly cosmopolitan students who can respect each other’s culture and personality! View full school

At Nakamura Shirayuri Kindergarten we respect each child's individuality and nurture each child's development appropriately. We take pride in our long history and in our progressive curriculum which we continually strive to develop and expand. By nurturing each child's individuality and creativity, we facilitate their healthy development. Also, by creating an international environment for the children from an early age, we are dedicated to providing a unique service. To help our children to participate fully in our international society, our full-time native-speaking teachers teach them English during kindergarten hours. Young children have a wonderful sense of hearing and the ability to mimic the pronunciation of native speakers. Rather than simply teaching the children English, we have created an environment where children naturally come into contact with English when playing or doing other activities. 3-year olds are more than capable of picking up languages by ear. In some countries, it is not unusual for children to be bilingual or indeed trilingual at this age. Kindergarten years are extremely important years for language development in children. In addition, children absorb more in a fun environment. Outside English class time, the children meet our English teachers and English-speaking staff and come into contact with English as they play and have fun. On the day's kindergarten is open, we offer extended daycare service, including an afternoon snack, up until 6 pm. This service is available primarily for working parents. Recently, the ratio of households where both parents are working has increased substantially, so feel free to use this service. With the children's health is our number one priority, we provide homemade lunches prepared from carefully selected ingredients. Nutritionally balanced and created with children's food preferences in mind, our lunch helps to remedy an unbalanced diet. Our menus include international foods and traditional Japanese foods. Lunch is prepared in our kitchen, so the children can enjoy freshly prepared hot and cold meals. Even though some children are afraid of the shower when they play in the pool with their friends they gradually become comfortable in the water. By the time they graduate, they develop the confidence to enjoy their time in the pool. Swimming or spending time in the pool helps children during their early developmental years. Our professional coaches lead the children's swimming classes in the heated pool all year round. We have three buses at the kindergarten which pick up the children in the morning and take them home after kindergarten finishes. The buses take various routes in Tsukuba and Tsuchiura Cities. Our experienced drivers and friendly teachers take all necessary precautions to ensure the children have a safe and comfortable trip. All the children at our Kindergarten wear uniforms. Navy blue is the base color of the elegantly designed clothes. Skirts and trousers are worn all year round. Kids Club is a person who wishes to enter the Nakamura Shirayori kindergarten, who wants to become familiar with collective life before entering the school, those who have a job and who can not look after their children, and friends in the neighborhood It is pre-school break-in nursery care for those who want to make them play with their friends of the same age because they are not there. From the physical strength creation, it aims to improve the fun, such as mats, jump boxes, iron bars. Swimming enhances cardiorespiratory function and enhances physical strength and endurance. At Nakamura Shirayori Swimming School, we aim for an energy-friendly and healthy body making it fun and energetic in a peaceful atmosphere! View full school

Children who are physically and mentally sound will become pioneers of the 21st century. We are committed to nurturing children filled with such potential. Katoh Kindergarten offers education to develop the unlimited potential of each child by providing an environment tailored to his/her needs. Furthermore, we recognize the importance of English as a lingua franca for their future. By identifying the trend of the times, we have developed our distinctive educational program by enriching early English education. We will continue to offer better child-care to every child to achieve a balanced personal development through moral, intellectual, and physical education. By providing children with various activities which elicit their interest and spontaneity, the Regular Course offers child-care which aims to raise “children who can spontaneously engage in activities.” Katoh Kindergarten also provides an open child-care program by using an open space where the walls of the nursery room are taken down. By taking down the walls, we employ a variety of activities beyond classes and grades. Not only homeroom teachers but also other care providers who are in the same space can watch each child, become involved with him/her from various perspectives, and develop a greater understanding of each child. There are various playing corners in the classroom. Children can choose their favorite corners and play there. Each corner is organized based on one theme. In addition, there are seasonal corners. Activities are developed based upon a particular theme. Themes are various such as “All about me”, “Animals”, and “World.” Students will engage in various activities based on a theme. Depending on the activities, children go outside children have school lunch on Monday, Wednesday, and Friday, and bring their lunch box on Tuesday and Thursday. After lunch, they play outside on the playground. In summer, they play in the pool. Children enjoy outdoor activities. Children change to their uniforms and get ready to go home. Then, teachers read picture books or picture-story shows and talk about the next day’s activity. This is the end of an enjoyable day. There are various play corners in the classroom. Children can choose their favorite corners and play there. Each corner is organized based on one theme. In addition, there are seasonal corners. Katoh Kindergarten established a child-raising circle to alleviate parent’s anxiety regarding child-care and to support them by providing an “opportunity” for 0-3 years old children and their parents to meet casually and exchange their concerns. Katoh Kindergarten staff introduces various activities that parents and children can enjoy together. Activities will be planned according to the age group. Katoh Kindergarten provides school bus transportation for students. Five red buses operate on ten different routes to ensure that children can get to the school and back safely and comfortably. Unfortunately, the environment surrounding children has become increasingly dangerous. At Katoh Kindergarten, to prevent suspicious individuals from entering the premises, we are asking parents to wear their parents’ tags when they come to school. Katoh Kindergarten organizes soccer and rhythmic gymnastics classes in response to the parent’s request to provide their children with more full-scale physical activities after school. Furthermore, we provide violin classes in aiming for the further enrichment of aesthetic appreciation in children as well as intelligence and physical abilities. The Immersion Course is one form of bilingual education, which is designed to enable children to acquire English naturally by being immersed in an English environment just as Japanese children acquire the Japanese language. At Katoh Kindergarten Immersion Program, 50% or more of a school day is conducted in English. Principally, if the morning activities are conducted in English, the afternoon activities are in Japanese. Native English-speaking teachers and Japanese teachers collaboratively bring up children. By continuing every day’s activities in the kindergarten, children will rapidly acquire English necessary for their life. They can learn English in the same way they learned Japanese, soaking it in naturally as if it was their native tongue. View full school

Marist Brothers International School (MBIS) is committed to excellence in education. Over the past 60 years, our students have consistently gone on to attend the top universities and colleges around the world. We believe that education goes beyond a rigorous and stimulating curriculum. Our holistic approach includes a focused dedication to character–developing skills that make our students stand out from the crowd. This is a fundamental component of the Marist ‘difference’. Located in a quiet residential area, between Kobe’s green hills and the nearby sea, MBIS has close access (a two-minute walk) to two major rail lines and is only ten minutes from downtown Kobe. Our teachers are fully certified and highly experienced. Many of our staff have been with the school for long tenures, reflecting the quality of the school and their dedication to our students. Their inspired, student-centered teaching is complemented by low student-teacher ratios – ensuring that every student has access to intensive support. Our curriculum adheres to the California State Standards and MBIS is fully accredited by the Western Association of Schools and Colleges (WASC). Although MBIS is founded on Roman Catholic religious principles, we welcome all students, regardless of religion, race, or nationality. We believe our community is our strength and hope that you can join us and experience the Marist difference. The Marist Brothers, a religious congregation of Catholic educators, was founded in 1817 by Saint Marcellin Champagnat. The Marist Brothers, now a large congregation, have founded and administered hundreds of schools around the world. Among such schools are Marist Brothers International School (MBIS) in Kobe and Marist High School in Kumamoto. MBIS was founded in 1951 by Brother Charles Fojoucyk and Brother Stephen Weber. They had been forced to leave St. Louis International School in Tientsin, China, because of pressure from communist authorities. MBIS is a coeducational school based on Roman Catholic values, providing a complete elementary and secondary education. The school emphasizes its Catholic character through its religious studies courses, by daily reflection, and by the observance of the liturgical seasons of the Church year. Throughout their history and in countries around the world, Marist Brothers’ schools have taken as an important aim the development and cultivation of family spirit as a principle trait of school life. MBIS follows the education standards of the State of California however, its curriculum is sufficiently broad that graduates successfully attend universities in countries around the world. Marist Brothers International School will make students our utmost priority and encourage them to achieve their full potential, fostering spiritual growth, appreciation of cultural diversity, and develop a life-long love of learning. We will provide the opportunity for all stakeholders to develop a sense of community, spirit, and pride in our school. We educate students in a nurturing environment based on Catholic values and the traditions of the Marist Brothers. We provide a rigorous program of study that prepares our students for higher education, internationally and in Japan. Our students will gain knowledge, be effective communicators, develop good character and become responsible citizens of a global society. Marist Brothers International School is a modern educational institution with features that include: playgrounds, art studios, modern computer laboratories, a gymnasium, a well-stocked library, a fully-equipped music department, science laboratories, and a cafeteria. The MBIS Montessori Preschool program is made up of children aged 3-5. Classrooms are specifically designed for children. The mixed-aged children share the same classroom and learn from each other. Younger children get a chance to look ahead and see what is coming next by watching the older children. Older children have the opportunity to reinforce their knowledge by sharing it with the younger children. The program gives children the opportunity to explore and discover various areas of the classroom including practical life, sensorial learning, and mathematics. A strong focus is placed on English language development through phonics, whole language building, and group circle times conducted throughout the day. Children are enriched through science, culture, geography, and art activities. They learn to respect others’ work and space, excuse themselves, greet each other, and treat each other fairly. They also take an active role in maintaining their classroom. The Elementary School (Grades 1 to 6) at Marist Brothers International School focuses on developing the whole child. At its core is an academic program emphasizing reading, writing, and mathematical skills, along with comprehensive units of Social Studies and Science. Science classes utilize our fully equipped laboratories. Our curriculum is based on the California State Standards, adapted to suit the needs of our diverse, multicultural student body. The core curriculum is complemented with regular classes of Art, Computer Studies, Religious Education, Music, Japanese, Library, Health, and Physical Education. Upper School students are challenged at each grade level with a range of courses, including Language Arts (English), Mathematics, Science, Social Studies, Foreign Languages, Religious Studies, and Physical Education. Additionally, courses may differ in subject, theme, or level of difficulty, each year. For example, Science courses include Physics, Biology, Chemistry, Earth Science, and Science in Society. Elective classes include Art, Music, Symphonic Band, Business, Japanese History, Marketing, Law, Digital Design, and Photography. In grades 11 and 12, eleven college-level Advanced Placement (AP) courses are on offer – these rigorous and highly demanding courses offer an excellent foundation for future studies! View full school

The IB offers an education for students from age 3 to 19, comprising of four programs that focus on teaching students to think critically and independently, and how to inquire with care and logic. The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish long after they’ve left our programs. We are supported by IB teachers and coordinators who develop and promote the IB’s curriculums in almost 5,000 schools globally every day, in over 150 countries around the world. Continuity in a child’s education is extremely important. By taking advantage of the continuity of Katoh School’s K-12 English Immersion / Bilingual Program children can build upon the skills and abilities established in earlier years. Students develop full mother tongue (first language) proficiency in Japanese and Japanese cultural identity and, over time, add native-like English proficiency, and a global mindset with the understanding, skills, and attributes necessary of a global citizen. Parents considering general admission or transfer should note that admission procedures vary according to age level. We advise parents to utilize all available opportunities to become familiar with our school by attending our school explanation sessions, class observations, as well as open school days. The screening evaluations for general admission or transfer for older students (grade two and above) focus on English and Japanese literacy skills, academic ability, and personal maturity. Since lessons are conducted in both English and Japanese, students are expected to possess a certain level of proficiency in both languages appropriate to their grade levels requirements. In subjects taught in English, a reasonable command of English is essential. On the other hand, Japanese ability is indispensable for subjects taught in Japanese. Please refer to the latest information of the relevant school for further admission/transfer details. Since a transfer application is considered only if there are vacancies, please direct your inquiries to each school to determine if applications are being accepted. In principle, we do NOT accept transfers into grade 6, grade 9 (Junior High School 3rd year), and Grade 11 (Senior High School 2nd year) after the start of DP. The Bilingual Course uses the MYP assessment framework established by the IBO when evaluating assessments and assigning grades. At the end of each year, teachers award a grade called the MYP grade on a scale of 1-7 (7 being the highest). Since the Bilingual Course follows the guidelines from the Mombukagakusho (MEXT) and the assessment policy of the Gyoshu Junior High School, students also receive a Gyoshu grade. Gyoshu grades are awarded on a scale of 1 – 10 (with 10 being the highest). The Gyoshu grade for students in the Bilingual Course comes from the application of the MYP criteria and the effort grade. Written reports of student progress are sent to parents in July, December and March. Parent-student-teacher conferences are scheduled in mid-July and mid-December. Written reports include student’s performance level for every criterion in each subject, MYP subject grade, effort grade, Gyoshu grade, subject teacher’s comments, school-wide examinations, reading grade, and other tests such as the Kanji test and English vocabulary test. The written reports are presented and explained by the homeroom teacher during the parent-student-teacher conferences. Each grade level visits a place outside of Numazu for a day. Teachers and students usually meet at the north side of Numazu station to take either a bus or a train. The students and teachers gather at the gym for an assembly. An alumnus is invited to give a speech. East-West Student Meeting: The students are divided into two teams- east and west. Each team will assign members to compete in the different events on Sports Day. A series of health examinations are organized in April and May by the school nurse. Some examinations include an eye check, a urine test, and an internal test. Other countries might call this an intramural event. The Cultural Day is a day where students are the main organizers of events. On this day, students will set up diverse booths, run a variety show displaying Gyoshu talent, Brass Band concerts, Music concerts, and others. The Sports Day consists of numerous unique games participated by both students and teachers. Other highlights of this day are the girls’ Cheering Dance and boys’ Drumming Dance by the East and West teams. The two days are open to the community. DP Mock Examination: This is for Grade 12 students and is done towards the end of term 1. Students will spend several days where they will take past paper DP examinations. This is divided into two parts. The first part of the summer school is typically done after the closing ceremony in July. Senior high classes are organized on these days. The second part is done in the last week of August. The MYP students (grades 9 & 10) have a summer camp where activities are organized to focus on the five Areas of Interaction in the MYP! View full school

At KIU Academy, we believe that a western-style education that develops reasoning skills in conjunction with language skills is essential for those intending to survive and thrive in an international environment. However, the goal of developing effective communication, critical thinking, and problem-solving skills that transcend cultural differences poses a great challenge for the individual. Over the years, KIU Academy has helped many of its graduates obtain and polish these important skills. At the same time, we also believe that it is crucial that our graduates also learn to be independent thinkers and self-directed learners. As a result, many of our graduates have been accepted into a wide variety of colleges and universities around the world. Our curriculum is college-preparatory, but we believe that, besides helping students enter college, it is our responsibility to prepare them with the knowledge and skills necessary for life beyond academia. KIUA offers a practical bilingual education to both Japanese students and foreign students. We believe that we can best prepare students for life by educating them from a biblical perspective. With Biblical principles as their foundation, students will be ready to form their own set of values and make wise decisions. Enrollment age-grades 1-12. There is no discrimination due to religious preference. This number fluctuates year to year, but counting the returnee students with the foreigners brings the Japanese to foreign student average to about 50-50. The boys to girls ratio is also around 50-50. This number fluctuates year to year, but counting the returnee students with the foreigners brings the Japanese to foreign student average to about 50-50. The boys to girls ratio is also around 50-50. Each student has a different language learning ability. At KIUA, students are exposed to an English daily, so, therefore, it is quite natural for students to learn English. However, the fluency they attain varies from student to student. A high percentage of KIUA graduates go to the United States for university. Students who desire to go to Japanese universities often take the Japanese equivalent of the GED exam. (Technically, KIUA students don't need to take this exam, but many universities, due to their lack of understanding, request this type of high school completion certification.) A majority of KIUA students live in Kyoto. However, others come from Osaka, Nara, Hyogo, and Shiga. Elementary school students are encouraged to ride the KIUA school bus from Shin Tanabe station.KIUA, despite being a small school, has 3 fields. Additionally, there is a small playground with play equipment behind the A building for lower elementary school students. KIUA rents local sports fields and a gym for sports such as softball, basketball, and other sports. We do not provide lunch. Students are asked to bring their lunches or they can get lunch through a catering service by requesting a lunch at the school office.KIUA, despite being a small school, has 3 fields. Additionally, there is a small playground with play equipment behind the A building for lower elementary school students. KIUA rents local sports fields and a gym for sports such as softball, basketball, and other sports! View full school