EduCativ

At Tamagawa International Preschool we strive to create “Life-Long Learners”. We strive for excellence by fostering an eagerness to learn and explore new ideas. Since our school is located in Japan, we integrate Japanese cultural and philosophical ideas into our teaching style. We believe that learning is not always measured just by how well a student performs on a specific project. Children at the kindergarten level vary widely in developmental progress and may perform at very different levels. At Tamagawa, we value the process of learning, where children can experiment with thoughts and ideas to ultimately achieve learning objectives in a much more rewarding fashion than would be achieved through just an evaluation of an end “product”. This environment encourages children to explore and try new things. It makes them willing to achieve their own goals and learn to contribute their ideas to the learning process. It encourages children to be bold and to be confident in expressing their opinions. At Tamagawa, we emphasize the basics while recognizing and accommodating each child's strengths and learning style. Long after your child has left our kindergarten program, your child will benefit from this crucial foundation in learning. Children in our toddler class learn through play. Emphasis is placed on training in independence and self-motivation as students are encouraged to choose and complete developmentally appropriate activities. The program provides for the emotional and intellectual needs of each child and fosters the child’s growth in self-awareness as well as an understanding and consideration of the needs of others. Group activities are designed to help the child see herself/himself as a member of our school. The development of the child’s ability to express herself/himself orally is a major goal of the toddler class program. Students develop language skills as they listen to stories, perform plays, recite sing and participate in daily morning/afternoon circle time. Students are encouraged to speak in front of the class during their Show and Tell time. All learning objectives are developed to meet standards consistent with, and incorporating elements of, Early Elementary curriculums in the U.K. and North. America and Australia with an investigative, student-directed, learning approach. Our new Physical Education class has started this term. The classes are being taught by Coach Someya, the director of the Someya Athletic Club, and have been a great success. All the children have been participating in the classes with lots of enthusiasm. We have been learning to stretch, jump, hop, do somersaults, walk backward, throw a ball, and lots more. Before class starts, we ask the children to change into their gym clothes. This promotes independence and gives children another opportunity to practice changing by themselves. Children participate in whole group, small-group, and individual learning activities to develop language awareness and promote language skills. A focus on “reading readiness” guides our reading programs which use a variety of resources (big books, “authentic readers” – storybooks, and guided readers). Students have the opportunity to expand upon concepts learned in instructional time during center time and by engaging in projects. Assessment is undertaken regularly using professional, progressive, assessment tools that gauge each student’s abilities. These assessment tools also drive the next steps in teaching to further each student’s progress in their listening, speaking, reading, and writing capabilities. Children learn with the emphasis on the use of countable, manipulative, items during instructional time and center time. This approach allows students to develop concepts in math that are appropriate to their cognitive development to allow them to move from “concrete” mathematical operations to “abstract” operations. Resources used in instructional time include elements taken from North American classroom textbooks as well as modified Montessori modules. Students focus upon themes that are relevant to their understanding of the world around them. Thematic learning engages the students’ interest to promote a deeper, more enriched, understanding of the subject matter during instructional time, center time, and time dedicated to projects. While we continue to expand our school’s programs, currently we have developed the following themes! View full school

OYIS is part of the Osaka YMCA Schools Division, which has many different education programs at different sites. Among international schools in the Kansai region, OYIS is unique because it is a part of a famous global network--the YMCA. Our parent organization, Osaka YMCA, has a long history of helping people in Japan throughout their lifecycles--from nurseries to nursing homes. We are proud of our Osaka roots. OYIS, then, is more than just a school. It is part of a larger commitment to community and well-being. The ideas of helping others, active living, and connecting to the community are a few of the things that we prioritize at OYIS. From preschool to grade 9, we also prioritize inquiry-based, student-driven learning. Our many teachers and staff are specially trained to offer this type of education, and we work closely with the International Baccalaureate Organization (IBO) and the Western Association of Schools and Colleges (WASC)--two important accrediting bodies--to make sure that our educational standards and practices are high quality. The result is students who know how to think, act and relate to one another in ways that are caring, creative, and responsible. It is surprising how impressive our young students become after a few years of this type of education! They acquire the seasoned qualities of caring, intelligent leaders who know how to find answers and collaborate to solve complex problems. At the same time, they learn all of the normal things that a child would learn at school: math, science, music, art, humanities, etc. At Osaka YMCA International School, we believe in setting the foundation for life-long learning. This is accomplished through a well-rounded curriculum that celebrates human richness, diversity, and curiosity. Students learn across the disciplinary spectrum, cultivating a broad and deep knowledge of the world and its complex relationships. At OYIS, we believe it is important for students to be aware of their cultural background while understanding and appreciating other cultures. The school recognizes and values the life experiences and learning styles of each student, allowing each to reach her or his highest potential. Students will be required to be active participants in the learning process. Personal responsibility for learning is fostered through the understanding of the cause and effect of actions. Through educational opportunities, students are prepared to live as responsible individuals in their local and international communities. Supported by the Osaka YMCA, the school adheres to YMCA's mission, in particular, cultivating cooperation, raising self-awareness, and developing the spirit, mind, and body to respect the importance of life. OYIS understands that parents are a vital key for success in their child's education. Parents will be expected to support the education of their children by working with the school collaboratively in keeping with the goals of OYIS. The school is housed in YMCA’s Osaka City center campus providing intimate classroom and specialist teaching settings as well as a first-rate gym, outdoor swimming pool, and spacious playground. With the addition of an early learning center in September 2016, the facility will expand to offer more amenities including an expanded library, a science laboratory, and an art room. OYIS is a co-educational IB World School (PYP) from Preschool to Grade 9 which provides for the educational needs of students, supported by their families, who have a demonstrated need for an English-based, international education. IB World Schools are schools that share a common philosophy - a commitment to high-quality, challenging, and international education that OYIS believes is important for our students. The school has been fully Accredited (PK-9) by the Western Association of Schools and Colleges (WASC) and is the only accredited international school based in Osaka City. We accept applications from suitably qualified, certified, experienced, and motivated teaching professionals who have a desire to work in a stimulating, rewarding environment. OYIS offers a remuneration package that is competitive and based on experience. Student assessment combines a mixture of both formative and summative tasks so that assessment takes into account both the process of inquiry as well as the end product. The main aim of assessment in the PYP is to provide feedback on the learning process to enhance student performance and inform teaching practice. Assessment evidence is recorded and reported in various ways. Please see the OYIS Assessment Policy at this link (PDF) for more information. Students are encouraged to develop certain attributes and complementary attitudes that will enable them to become international-minded. These values are encapsulated in the Learner Profile. This is the central aim of the Primary Years Programme. The Junior High division will use the Ontario Curriculum for Mathematics, Science, Design and Technology, Physical and Health Education, and the Arts, and the Common Core State Standards for Language Arts. Junior High will use an international Individuals and Societies program for Social Studies, which aligns closely with the PYP Social Studies strand and is more international in outlook than the Ontario Social Studies program! View full school

PTC is an acronym for Parents, Teacher, Children. In PTC Pacific International School, education in early childhood has been promoted by parents, teachers, teachers, teachers, parents, teachers, parents, teachers, parents, teachers, parents, teachers, and guardians at the time of human formation up to around age 6 I am educating as a motto to go on. It is a kindergarten of an international school that has English as a language of living that advises parents based on early childhood education the importance of consciously raising children's daily events that become "mental education". To cultivate the ability to draw out and express the ability to greatly influence the development of the early childhood spirit. It is a PTC curriculum that can demonstrate its power hidden in the body. A language is a tool of communication. What is the question of how people who use that language should be? Infants are born in this world with their bodies (limbs) finished, but they are still incomplete. I will gradually create it. First of all, knowing your body, conscious of your life's activities, rules, and manners as human beings are sticking together, and identity will be established. PTC is a 35-year kindergarten focusing on human education. It is desirable to emphasize the ability to walk safely in children's garden buildings, the ability for children to play safely, to observe nature every day, to observe nature, to have few streets of cars, clean air, easy earthquake, and other disaster countermeasures, etc. We have prepared an environment where education is carried out. The first-floor classroom is doing building a framework for earthquake countermeasures. PTC Pacific International School started by the sincere wishes of the parents of the children. It began operation in 1982 until the present. It is a kindergarten located in Setagaya Ward accepting children from 2.5 years old until 6 years old! View full school

Summerhill is a learning environment of beauty and wonder, full of warm, flowing colors and objects that awaken the imagination and invite interaction through play. Add experienced and caring teachers and the foundation for our early childhood program is complete. We believe in whole-child development to help each child grow physically, intellectually, emotionally, and socially, and that every child is unique. At Summerhill, we have five separate classes for children of different ages and needs. All five classes are from Monday to Friday from 9 am to 2 pm. Our weekly program is fully flexible, but depending on the age group the minimum days per week will vary. Please see more information on our Classes below. From 2 pm to 3 pm every day we offer After-School Activities starting from the Half-Moon Class age group and up, while the youngest Sunrise/Sunset Classes can enjoy babysitting and aftercare during the same hours. We also offer an Extended Day Program designed for children with parents who both work, providing a relaxed environment after a day in class with creative and nature-oriented activities. As a Primary Years Program candidate school, from the Half Moon class our curriculum reflects and recognizes a child’s natural curiosity, creativity, and ability to reflect, and the PYP framework generates a stimulating, challenging learning environment to nurture those assets and foster a lifelong love of learning in every child. The PYP is a transdisciplinary program, meaning students learn across subject areas while investigating big ideas. The environment in the Moon classes stimulates a child’s natural interest in literacy and numeracy, science, and the real world. Children at this stage experiment with letters and sounds, and begin to make sense of the written, read, and spoken word. Through play and inquiry, the numerical sense is developed and explored. Through meaningful and authentic projects children make theories, test hypotheses, ask questions, and learn through collaboration and exploration. Emphasis continues to be on creative expression through art, music, and movement. Children begin to more fully develop their social skills and interactions become more complex. Empathy and self-esteem continue to be developed. In an IB World School, a child graduates with a certain Learner Profile. The core begins in the early years. There is a focus on developing in children the ability to be global leaders, entrepreneurs and innovators, effective problem solvers, effective communicators, and wise risk-takers. In developing global leadership capacity, children will begin to understand themselves exploring emotions and actions, reasons, and consequences. They will begin to understand the process of planning and goal setting as well as begin to be aware of their actions, analyzing them with guidance. Encouraging effective communicators capacity children will develop their listening and observing skills and begin to express their thoughts opinions and ideas confidently. Supporting wise risk takers capacity children become confident to take risks and then reflect and evaluate the action and result. They begin to evaluate risk before taking action. The IB Learner Profile displays a child who is knowledgeable, open-minded, a communicator, a thinker, an inquirer, caring, principled, reflective, and balanced. In our current world, it is not enough to know facts. We need to guide our children to be confident in their abilities and resourceful in their thoughts and actions. PLAY and INQUIRY are at the core of learning at Summerhill. All learning can happen in an environment that respects children’s basic needs. Through meaningful play and authentic experiences, children learn what is important to them. Play is a means to early learning that capitalizes on children’s natural curiosity and exuberance. Teachers are facilitators and play a variety of roles in supporting the children’s play. With quality interactions and intentionality, teachers can analyze children’s needs and guide them to extend the learning. High-quality play that is mediated by adults who are play partners and able to inject small amounts of focused direct instruction based on the needs of the child into the daily play, is an effective way to develop emergent literacy, numeracy, and inquiry skills! View full school

SMIS philosophy is to provide a positive, safe, academically engaged environment that provides an effective educational program with a balanced progressing curriculum allowing each child to grow and develop according to his/her age. Our goal is to create a community of learners that grows together with their parents and teachers. SMIS will help the children grow as individuals by educating them in partnership with their families. SMIS aspires to create an atmosphere where the school is an extension of the family and where teachers, parents, and the children's interactions involve strong connections. The school envisions that all its students will grow to their fullest potential. SMIS anticipates the students to develop self-worth, self-confidence, independence, love of nature, leadership, good manners, and right conduct to create a strong sense of citizenship. Santa Monica International School places high value on professionalism in its teachers, faculty, parents, and students. Moral values are taught in etiquette, manners, and good citizenship in the classrooms. Individual values in harmony with societal values are strongly encouraged. School is the center of expertise in learning. SMIS expects students, parents, and teachers to place value in education and value commitment towards our students’ future. SMIS’ purpose is to ensure that our students finish school or graduate to the next grade better educated, better mannered, better socially adapted, better mentally, and a better all-around world citizen. For our students to enhance these traits, SMIS focuses to ensure that the student is taught how to be: Effective Communicators Literate in Educational/World Thinking Critical Thinkers Motivated Productive Learners Constructive Community Members In this area, the goal is to develop in every child a strong and realistic sense of independence and self-reliance. This area in the curriculum focuses on developing skills that would allow every child to effectively control and deal with social as well as with the physical environment in which he/she lives. Physical Development and Health program aims to still in the mind of young children the value of their bodies’ health and safety. Through first-hand experiences provided for each child, the ability to understand and control their bodies is increased. In a supervised environment, children experience growth in gross motor development and learn to use small muscles to improve a variety of fine motor skills. The program helps the children to have concrete knowledge about age-appropriate healthy choices in daily life. Our classrooms promote an environment that is stimulating, challenging, and non-competitive, allowing each child to get ahead at their own pace. At this stage of child development, the school seeks to aid in the development of the child’s vocabulary, reading skills, and command of language. Through an integrated curriculum, each child will be freely exposed to an environment that will stimulate or challenge him/her to gradually grasp simple mathematical concepts. This program aims to develop in each child the skills of comparing and classifying objects, relationships, and events in their environment. It seeks to develop the ability to explore and discover simple ways to measure, which leads to the development of an understanding of numbers and exploration of simple mathematical processes. Through supervised activities, each child is given special attention aiming to aid his/her development of fine motor skills necessary for pencil control. The traditional emphasis on handwriting is stressed at the school and children are encouraged to take pride in their printed/written work. This area seeks to foster a positive attitude toward science through a program that allows active hands-on experiences among the children. The preschool science program aims to develop among the children the awareness of simple scientific knowledge related to living and non-living things. Further, it fosters awareness of simple scientific knowledge related to the earth. At an early age, children begin to be aware of the components of the social environment where they live. Through this program, children will eventually acquire the skills and attitudes required to live in a society. This program seeks to aid children in understanding and interpreting their relationships and place within their environment. Japanese LessonJapanese class is held once a week from 3 years old class up to Kindergarten class. Okinawa is the birthplace of Karate and Santa Monica International School’s professional karate sensei teaches our students to develop their self-control and self-discipline. The Okinawan culture of Karate is a wonderful physical education that strengthens mind and body control and further develops individual coordination. Santa Monica has professional ballet teachers from established ballet schools in Okinawa to teach ballet to our students. Our students may choose to attend this extra-curricular physical activity time during school hours. Ballet’s gracefulness and body control provide Santa Monica’s students an additional way to further develop self-discipline and coordination. The beautiful island of Okinawa is surrounded by the ocean making swimming an essential activity to learn. Santa Monica’s students can learn how to swim or become better swimmers by choosing this extra-curricular activity. Our students attend Chatan Sports Center swimming lessons where professional swimming instructors provide world-class swimming lessons. Children release their extra energy by doing this aerobic dance program with the inclusion of Latin American music. This extra-curricular activity will surely keep the children develop creativity while exploring the rhythms of different cultures! View full school

Kindergarteners are eager to explore, investigate and discover the world around them and a Princeton education can make a difference in how much they learn and grow. Our program introduces your child to a formal education while embracing the idea that every child is smart in his or her way. We strive to create a small, safe and secure environment that will provide your child with a real sense of belonging. Our Curriculum is aligned with the U.S. Department of Education's Common-Core Standards and exceeds the guidelines set forth by the US National Associations for the Education of Young Children (NAEYC). Our "8-SMART" Teaching method is based on the extensive research and theories of child development expert Dr. Howard Gardner, professor of education at Harvard University. Our private kindergarten program introduces your child to a formal education while embracing the idea that every child is smart in his or her way. We focus on meeting each child's developmental and educational needs. Children are guided and encouraged by our elite, experienced teachers, and advance through our program at their own pace. Because children learn best when they are actively involved, each classroom includes rich learning materials for exploring. Self-directed investigations and play build problem-solving and critical thinking skills. Our teachers supplement these experiences with small group activities that encourage socialization. We give children the foundations that prepare them for an International Elementary School setting and set them on a path of life-long learning and success. Whether enrolled full- or part-time, your child will benefit from Princeton Academy's exclusive kindergarten program. If you are a working parent and would like to use Princeton Academy's FREE Extended Childcare Service, we ask that you register your child as a member at the time of entrance to the school, or as soon as possible, thereafter. Space is very limited, and some restrictions do apply. NOTE: Non-Members are charged per hour at the regular rate. Princeton Academy's Little Miracles Program is a unique 3-hour weekday program for high-level Kindergarten and Elementary school-age students. This program covers a wide range of learning areas such as Language Arts, Dramatic play, Mathematics, Art, and Crafts. This Program is open to all students who have completed an International Preschool Program and are at a level equivalent to (or higher than) our Kinder-kids Program. The program is also open to non-PAIS students who are of an advanced English level. Native English-speaking children and Returnees from abroad are also welcome to join this course as a supplement to the child's current schooling. The Little Miracles program is a combination of study and plays activities. Like our Saturday School program, these activities allow children to learn and use correct grammatical English while they play. Your child will naturally improve his or her conversational skills by interacting with kids of all ages and all English levels. There are also foreign children from nearby International Schools who participate in our classes, from time to time, thus making our program more diverse than ever. During the lessons, we use workbooks to improve the academic level, and we have fun with hands-on activities such as arts and crafts, science experiments, games, and much, much, more. Our curriculum gives children the tools they need to grow and develop into the leaders of tomorrow. Along with a strong emphasis on mathematics and literacy skills, our program gives children a framework they can use throughout school - they learn to love learning! View full school

A spirit of community shapes the A-JIS experience. We are dedicated to developing global-minded, compassionate, collaborative students inspired to learn, take risks, and lead change in the world. A-JIS will continue to be a leading international school by providing students with a rigorous international education in a safe and supportive environment that is conducive to learning, where learners’ needs are supported, their perspectives sought and respected, and their unique qualities valued and nurtured. Through a continued emphasis on educational excellence and innovation, each student will be provided relevant resources and opportunities that will enable them to secure the best of what the future holds for them. We believe that students should reach their full potential as international citizens who are dedicated to learning and who are inspired to succeed in an ever-changing world. Global leadership is a mindset that enables us to initiate, lead, and participate in socially responsible actions. Global leaders take action through a holistic, balanced, and reflective framework. They lead with an understanding of multiple perspectives related to physical, managerial, psychological, political, cultural, and spiritual domains. Entrepreneurship and innovation are core to social responsibility. They involve the discovery and application of knowledge and ideas to improve the human condition. Entrepreneurs innovate by generating and applying new ideas designed to impact the world in positive ways Effective communication involves both imparting and exchanging ideas clearly and concisely to produce desired results. Effective communicators are active thinkers and attentive listeners who offer ideas openly and weigh them against the thoughts and ideas of others with their integrity maintained. Wise risk-takers dare to attempt new and untested things to achieve their goals. They use discerning and analytical thinking to identify potential and manage risk. They see solutions instead of problems, possibilities instead of obstacles, and probabilities instead of futility. Effective problem solvers are open-minded and see problems from multiple perspectives. They can analyze problems to understand, assess, and identify possible solutions. They act on solutions that are designed to make the world a better place to live. At the heart of the IB is the “learner profile,” a long-term, holistic vision of education that underpins all three programs and puts the student at the center of everything we do. The learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students, and schools, providing a statement of the aims and values of the IB and a definition of what we mean by international-mindedness. The learner profile unites us all with a common focus: on the whole person, as a lifelong learner. It applies to us all—student, teacher, parent, or administrator—for we are all continually learning. At Aoba-Japan International School, we believe entrepreneurship embodies a social responsibility that supports the building of a prosperous and socially just society. In our way of thinking, social entrepreneurship involves learning from others working in teams belief in one’s abilities and ideas innovating through the generation and application of new ideas self-motivation, and determination showing initiative in thinking and doing developing detailed plans to achieve objectives and using analytical abilities to make wise decisions. Every decision we make is designed to achieve our aim of improving our children’s capacities and capabilities to make positive changes in the world. We asked ourselves: What values would guide us to achieve our aim? Does our curriculum support our learners to develop 21st-century capacities and capabilities? Is our teaching approach enabling our learners to prosper and succeed? Does our school community collaborate effectively to provide a safe and thoughtful learning environment? With these questions in mind, we have adopted five core values of Global Leadership Entrepreneurship and Innovation Effective Communication Wise Risk Taking and Effective Problem Solving. Our internationally recognized curriculum (International Baccalaureate) uses an inquiry approach to learning that enables our children to gain deep conceptual understanding. This learning is supported by systematic teaching to develop literacy and numeracy skills that focus on building critical and creative thinking capacities. We provide coherent learning experiences from kindergarten to grade 12 with learners connecting and applying knowledge. To continuously improve teaching, we partner with local and international universities to have ready access to expertise and research in the field of teaching and learning. The basis for our success is born from our passion and consideration for all our learners. We are determined and dedicated to the task of preparing them in readiness for our ever-changing world. Our philosophy is to educate the whole person. A visit to any of our several campuses will provide testimony to our professional commitment as educators. You are welcome to discover our passion and care for developing our children into global leaders who make a positive change in the world. At A-JIS, our faculty represents educators and professionals from 15 countries around the world. All are qualified and certified as teachers within their home countries, and all have a minimum of a bachelor’s degree in their field of expertise. Our faculty represents educators who possess the capability and experience to deliver our curricular focus: the International Baccalaureate Programme, according to our mission and values. They are a dedicated group of people skilled at inspiring students to seek opportunities that lay ahead as wise, creative, entrepreneurial, solution-driven global leaders. At A-JIS, we implement the International Baccalaureate (IB) curriculum with an emphasis on developing the characteristics of global leaders, entrepreneurs, and innovators in our learners. We focus on building effective communication, problem-solving and wise risk-taking skills. Lifelong learning begins with a child’s innate curiosity, questioning, and wondering about the world around them. Authentic learning experiences allow children to construct their learning while feeling secure to take chances and discover. When children are challenged daily, they learn how to solve problems, communicate thoughts and feelings effectively, collaborate with others, and develop as a whole child. A-JIS’s Primary School provides a challenging and nurturing environment where children thrive and which sets a sound educational foundation for all subsequent learning. This is why A-JIS has adopted the International Baccalaureate Primary Years Programme (PYP) as the curriculum framework which caters to learners aged 3 to 12. Following the IB’s PYP curriculum, we are proud to provide international standard education to every child. PYP learning is designed to encourage curiosity in an integrative way. A balance is sought between the acquisition of essential knowledge and skills, development of conceptual understandings, demonstration of positive attitudes, and taking responsible action. This program is for children aged 1 and a half to 3 years old. We introduce the appropriate social skills for the children to settle in and get along with the others in a classroom environment. All subjects are introduced in this class and children are guided to be independent, self-motivated, and a contributor. Children in our Toddler class learn through play, crafts, music, and hands-on. Learners in K3 and K4 currently explore conceptual understandings through the four trans-disciplinary themes of global significance. We currently have a year-round approach to our Units of Inquiry to better align with our early year's philosophy, which focuses on play and the children’s interests as a driver for their inquiries. Learners explore conceptual understandings through the six trans-disciplinary themes of global significance. A-JIS is proud to serve a large population of students from many nations, cultures, and language backgrounds. Our EAL program is a research-based language acquisition program that directly aligns with the IB philosophy and pedagogy. As well as a strong IB Japanese program for fluent speakers at A-JIS, we have extensive provisions for those who are non-native speakers. All of our young people who are new to or not yet fluent in Japanese develop their communication skills in the language through a series of learning experiences differentiated according to their levels. In MYP, individual learners move through a series of six phases within our IB Japanese Language Acquisition (JLA) program over the five years of the program. In this way, they can engage with the community and take advantage of our DP courses in literature or language and literature. Learning in JAL and JLA classes is, where appropriate, linked to the classes of other units and subjects within the PYP and MYP, thus additionally supporting holistic learner development. Furthermore, our JAL and JLA programs are designed with an emphasis on developing both linguistic and cultural awareness and integrate the customs of Japan in line with teaching the language in its written and spoken forms. In the summer of 2012, Aoba-Japan International School moved to its present location in Hikarigaoka to achieve another long-sought vision—the acquisition of a full-service school facility and campus. Beyond the multi-level standard school building, the new campus provides a full-size soccer pitch, a gymnasium, a pool, playground, parking, and more. A-JIS has the location, campus, and facilities that allow it to pursue its mandate of educational excellence as we move further into the 21st century! Meguro Campus Address: 2-11-5 Aobadai, Meguro-ku Phone: +81 3 54284488 Postal Code: 153-0042 View full school

Tokyo International Progressive School has changed its name to Tokyo International Progressive School (TIPS). Tokyo International Progressive School specializes in mentoring students in the Tokyo area who need individualized and personalized educational programs. Our dedicated and professional staff work hard to ensure the success of the student body. New students greatly appreciate the family atmosphere of the school which helps them feel comfortable in their new environment. Our staff specializes in helping students whether it is with various learning or emotional challenges, or difficulty in a large group environment. We hope that you will find a place within our community and invite you to take a look at our website and learn about our school. Aim Curriculum for Excellence is intended to help children and young people gain the knowledge, skills, and attributes needed for life in the 21st century, including skills for learning, life, and work. Curriculum for Excellence will offer better educational outcomes for all young people and will provide more choices and more chances for those young people who need them. This means a coherent and inclusive curriculum from grades 1-12 wherever learning is taking place, whether in schools, colleges, or other settings a focus on outcomes a broad general education time to take qualifications in ways best suited to the young person > more opportunities to develop skills for learning, skills for life and skills for work for all young people at every stage a focus on literacy, numeracy and health and wellbeing at every stage appropriate pace and challenge for every child ensuring connections between all aspects of learning and support for learning Learning should be made available in a range of ways including interdisciplinary learning and a range of opportunities that ensure a broad approach, enabling, for example, a coherent understanding of environmental issues. The curriculum framework sets out what a child or young person should be able to do and the experiences that contribute to their learning, rather than detailed definitions of content or prescribed hours of study. The aim of this Internet & Technology Acceptable Usage Policy (ITAUP) is to ensure that pupils will benefit from learning opportunities offered by the Tokyo International Progressive School Internet and technological resources safely and effectively. Internet and technology use and access are considered a privilege. Therefore, if the school ITAUP is not adhered to, this privilege will be withdrawn and appropriate sanctions, as outlined in the ITAUP, will be imposed. At TIPS we formalize significant relationships between our staff and students. Single grade groups meet once per day so that teachers, in the role of advisors and mentors, can monitor students’ progress from elementary to high school years. These groups stay intact from one year to the next, so that Teacher Advisors can coach their students academically and socially. Parents are comforted as they have an adult contact in the school that is closely associated with their child. Over time, teachers and students discuss their academic progress and potential career paths. Moving to a new school or country can be very stressful for families. Separating from friends and family, adapting to a new culture, and starting a new school can be both intimidating and difficult. The TIPS Personal Counselor, a professional psychologist, serves to support students from elementary to high-school years. Relational issues with other students and staff, challenging family circumstances, and emotional issues are all addressed by the Personal Counselor. The Counselor will strive to assist the students in overcoming these challenges. In our extracurricular program, TIPS students have an opportunity to play on representational teams in volleyball, basketball, and futsal. Our competitors are other international schools in Tokyo. The emphasis of our extracurricular program is to allow all those that wish to participate the opportunity to do so. The TIPS curricular Physical Education program supports our extracurricular athletic program. All TIPS students participate in Physical Education every other day for the entire year. Our PE program focuses on skill development, improving fitness levels, developing team play and sportsmanship! View full school

Seta International School was founded in 2001 on the ideals of a mother who believed that children need to be well-balanced in body and mind to be fully competent in the future. Compared to earlier times, today's world is one full of rapid changes and a sense of chaos. Now is the time to create a bright future for today's children! Thus the mission of this school is based on what we believe all parents wish for their children: foster a strong sense of balance between children's physical, emotional, social, and academic well-being. To develop and maintain a strong balance between body and mind, we believe that giving children a variety of activities targeted specifically to their age group is of the utmost importance. As parents, we tend to focus heavily on the academic development of our children. However, among those children who only excel in language or math studies, few may grow up to become high-level achievers. Moreover, what is important at this stage of their childhood is enhancing the child's emotional, physical, and social aptitudes, and enabling them to have a curriculum that is specifically suited to match their age group. Children are like different flowers about to bloom When they will fully blossom depends on their own developmental pace. Seta International School will provide practical education which focuses on balancing the mind and body for your child's current developmental needs through our unique curriculum. The student's health and safety are our top priority at Seta International School. We especially talk about the importance of health during our annual Health Weeks when a dentist and a nurse visit our school. We also conduct evacuation drills due to living in a highly seismic country. Food allergies are a growing concern in schools around the world, and we have many children with food allergies at our school. As we value cooking activities, we try our best to keep the food in the activities allergy-free. To provide everyone with a safe environment, we may ask for your support by not bringing certain foods to school or school events. In addition, our staff members are trained in CPR. First aid equipment is available at the school. Any serious injuries will be treated at a local hospital, which is a 5-minute drive away from school. A parents' role in his/her child's education is very important. At Seta International School, parent-teacher conferences are held twice a year to share our observations and discuss each child's development and ways to guide them to reach individual goals. We also encourage parents to participate in our school's special events, such as concerts, graduations, potluck parties, field trips, and our monthly joint birthday parties when parents can help celebrate their child's special day with classmates. We have given great thought to our curriculum and the organization of our classes. Our goal is to provide your child a balanced and complete educational program in a family-like and well-equipped environment. Our school program is designed to nurture children of all linguistic backgrounds through an appropriate program tailored to the particular stage of your child’s development. We focus our curriculum on the physical, cognitive, emotional, social, and creative needs of each child. Seta International School is a place where children are allowed to learn and grow as whole individuals. Our school activities address the needs of the total child. The school is designed to encourage and guide children in the development of self-discovery, individual responsibility, and intellectual growth. We believe that children can reach their full potential if they can develop a positive self-image. To emphasize this goal, our school offers an environment in which they can learn to choose their activities, cooperate, share and form friendships with peers. We emphasize helpfulness, fairness, willingness to use one’s abilities for the benefit of others, and the importance of being a global citizen who cares for the environment and other cultures. The summer program is divided into several theme-based, one-week sessions where the children will participate in various activities designed by our teachers. Please note that different teams of SIS teachers will be coordinating the program during different sessions and that substitute teacher may participate occasionally. The program welcomes both children who are currently enrolled in regular classes at Seta and those who are not. Since Seta International School (Seta) opened in January 2001, a lot of children nested. Seta's academic level has earned high acclaim even at famous international school elementary schools and private elementary schools. In addition to keeping in touch with your expectations, we are researching effective teaching methods for our daily children. In Seta, we are taking a Phonics class for elementary school students for Saturday School for children who go to kindergarten in Japan making full use of that experience! View full school

As Saint Maur International School, the oldest international school in Asia, enters its 145th year of providing a quality nurturing education based upon Christian principles to children from the international community of all nationalities and faiths, ages 2 ½ to 18+, we look back on our humble beginnings and reflect on where we are now, and how we, as a school, have been able throughout our long history, to survive great times of adversity. Undoubtedly, one of the most valuable benefits of a Saint Maur education is preparation for the future. We provide students with rigorous academics and robust extracurricular options, which results in a 100% matriculation rate into four-year colleges and universities. Since 1872, Saint Maur has functioned as a school community where moral values govern all that we do to help students, parents, and staff reach their full potential. We are an inclusive center that supports each member of our school community, and students receive unparalleled care in a safe, supportive, diverse, and inclusive learning environment. For 140 years, strong character and moral citizenship have been emphasized in all areas of school life at Saint Maur. We believe that our Student Behavior Profile, Essential Outcomes, and Zero-Tolerance Policy towards bullying are important guiding principles throughout the development of our students. A Saint Maur student works morally and cooperatively with all people and assumes the responsibility required to combat social injustice. We prepare students from over 40 countries to be global citizens through dynamic, international curricula. As a Catholic foundation, Saint Maur functions as a community that respects and values cultural and religious differences. The cultural diversity inherent in our school is one of our strengths, and students develop the knowledge, skills, and internationally-minded approach necessary to contribute productively to an increasingly interdependent global society. Although the school remains traditional in values, it is progressive in educational innovation. Saint Maur has continuously been among the first schools in Japan, Asia, and the world to adopt and develop the Montessori system, the International Primary Curriculum (IPC), the International General Certificatekanagawag company that prepares all food on campus in a modern kitchen. Cezars provides the students and staff with a high-quality food service that promotes good food and healthy eating habits. There are various drink dispensing machines located throughout the campus, which are also operated by Cezars Kitchen. Students are taught a variety of generic skills such as catching, throwing, rolling, and jumping, all designed to improve awareness and hand-eye coordination. As students move into Grade 3, they are introduced to a variety of team games. They get a chance to learn games such as soccer, basketball, short tennis and many more. Students also have the opportunity to learn basic gymnastics and movement skills. The skills acquired in Grade 3 are carried through Grades 4 and 5 and expanded upon. The enjoyment and "fair play" factors hold particular emphasis in their learning, as is the importance of teamwork and cooperation. Sports Club where numerous sports activities, such as basketball, soccer, co-operation games, mini-baseball take place simultaneously on Tuesday afternoons. Also, the Elementary School has its own unique Sports Day each year. School emphasizes Fine Arts through after-school clubs, Language Arts, and IPC curriculum. Students have many opportunities each year to participate in dramatic performances at class or school assemblies. Visual Arts classes introduce students to a range of materials & media, such as ceramics and print-making. Music classes foster & develop skills in performance and musicianship. Elementary students can also join performance groups such as choir, instrumental band, and strings. The Parent Support Group (PSG) was originally formed at the specific request of the administration to assist new families to integrate into the school and wider community, and assisting the school in appropriate areas where its support was deemed by the administration, to be beneficial to the students and overall functioning of the school. All parents of matriculated students are automatically members of the PSG. The PSG welcomes all parents to become active members of the school community and to be involved in the many activities and events organized and often funded by the group’s annual fundraising efforts. Those who choose to serve as officers of the PSG, specifically, as the chair, vice-chair, treasurer, secretary, and coordinators of various sub-committees (e.g. Adult Enrichment, Sports, Fine Arts, Welcome Committee...) are all-volunteer (not elected) members, who may serve in their respective positions for each academic year. The role of the PSG is to unite, through its activities, the efforts of school, parents, and the wider community so that all, and in particular the students, can benefit from being members of a diverse international community. To prepare for the application process, please make sure you have the following items ready to upload: A photo of the applicant A photo of the applicant's passport Reports for the past two years The application fee member of the admissions team will be in touch with you shortly via email to guide you through the application process. They will discuss the entrance evaluation, tuition, and answer any questions you may have. It is our goal to make the application process as convenient as possible! View full school

Shinagawa Internation School (SIS) is an officially authorized International Baccalaureate (IB) World School. SIS is a part of a group of quality schools, committed to developing knowledgeable, caring young people who will be ready to negotiate their futures successfully and make contributions resulting in a more harmonious and peaceful world. Being an IB World School is an ongoing culmination of a tremendous amount of work on the part of our IB Coordinator, a team of dedicated faculty and staff, and a supportive Board and administrative team. We believe that the IB PYP program helps us strengthen our faculty, improve our standards, and, most importantly, challenge our students at every grade level giving them the vision, support, materials, and quality of teaching they need to be global citizens in their communities and beyond. As an IB World School, Shinagawa Internation School (SIS) is committed to the professional development of teachers and looks forward to joining in IB global network, where we will find collaborators and a dynamic network of professionals committed to best practices in teaching students and in sharing those practices. Our vision is to foster passionate, independent, highly motivated learners who actively contribute to world peace. Our mission is to provide a multicultural learning community that nurtures a passion for academic, social, and personal success. At Shinagawa International School (SIS) we are pleased to be offering a Summer School program for 4 weeks (9th July – 3rd August). Our program offers an excellent opportunity for students to enjoy fun and exciting activities in the educationally stimulating environment of Shinagawa International School (SIS). It is also a great chance for new and potential students to get acclimatized to the school environment and facilities as well as meet and work with members of the teaching and administrative staff. As Summer School days are timetabled at a similar pace to regular term-time school days at SIS this allows new students to get used to the feel of normal Shinagawa International School (SIS) school day, which puts them in an excellent position ready to learn with their new peers at the beginning of the academic year. SIS-Tokyo’s Summer School runs for 4 weeks, with each week being a separate topic. During the week children will have the opportunity to participate in games, drama activities, group projects, and other activities thematically linked to that week’s topic. Also, on the Friday of each given week, all SIS‘s Summer School groups will go on a group excursion out of the school to a park, a factory, etc which is also linked to the activities they have been working on. This should be a fun way to complete a given topic, and also serves to allow children to make a close link with the themes they have been studying on the school premises. Students at Shinagawa International School have the right to learn in a safe and respectful learning environment. They are encouraged to care for each other and strive for the very best that they can achieve. Positive and clear guidelines for behavior management help our community to thrive and help the children in our care to realize their potential. Behavior management at SIS is the responsibility of the whole school community. This is reflected in a policy that clearly outlines the roles, expectations, and consequences of behavior at the school. Parents, teachers, and students are involved in the process of developing and implementing the framework. All classes (except for Japanese class) will be conducted in English thus, students will need sufficient English ability to keep up with class instruction. However, ESL (English as a Second Language) instruction will be available. Fire, earthquake, and lockdown drills are held regularly throughout the year. The low student-teacher ratio contributes to close care and quick response during accidents! View full school

Situated at the very heart of this dynamic, stimulating city, the BST community is warm and friendly and offers the highest standards of pastoral care. Having developed its reputation for high-quality holistic education over more than a quarter of a century, today’s school has more than 1000 students aged 3-18, representing over 65 different nationalities. This is an inclusive school, but academic standards are high. The English National Curriculum provides the basis for smooth progression and easy transition between the Primary and Secondary sectors, and examination results have been outstanding in recent years. Our experienced teachers, largely recruited from the UK, are consummate professionals who are always willing to go the extra mile to ensure that all students are offered the opportunity to fulfill their potential both in and beyond the classroom. The result is that, whether they are returning to continue their education in their home country, moving on to another international school, or seeking places at top universities around the world, BST students are invariably well-equipped to take the next step in their education. The British School in Tokyo was set up as a charitable trust in 1988 by a group of parents who wished their children to have a British-style education in Tokyo. The School was opened in 1989 on a site in Shibuya, central Tokyo, located next to and leased from, a well-respected Japanese private school, Shibuya Kyoiku Gakuen. In the early years of the School, the children were from ages 5 to 10 and the majority were British, in contrast to the situation today where the school provides education from age 3 to 18 and has over 50 nationalities, of whom over a third are neither British nor Japanese. To provide an outstanding British education in English to the international community of Tokyo. To care for our students, and to educate them following clearly stated values to bring out the best in every one of them and to help them to take the next step in their lives with confidence, conviction, and consideration for others. The British School in Tokyo will be a leader in the provision of a first-class, values-driven international education, based on the best of the English National Curriculum. We will have a reputation for excellence, with an emphasis on outstanding teaching, academic achievement, service to others, teamwork, and leadership. We are passionate about excellent teaching in every classroom. We recruit teachers only after watching them teach in their existing schools all over the world. Our teachers are innovative professionals at the cutting edge of best educational practice who provide a stimulating environment in the classroom that actively engages students and makes learning enjoyable and memorable. To maintain this level of excellence, teachers and teaching assistants take part in professional development and training throughout the year. Our teachers make a difference, in every lesson. As a result, we believe that at all levels students will get into their first choice of school, college, or university when leaving us. BST students have again produced outstanding results in the Sixth Form and at all the key stages in earlier years. Tests are taken in the Primary School at the end of Year 2 (age 6-7) and Year 6 (age 10-11). In Secondary School, IGCSE exams are taken at the end of Year 11 (age 15-16), and Sixth Form students aged 16,17, and 18 take AS exams (Year 12) and A levels (Year 13). The British School in Tokyo offers a limited number of bursaries that are intended to assist eligible families who are unable to afford the full fees. At present, the number of bursaries is limited to approximately 7% of the total student roll. This ratio may be varied in the future depending on the financial circumstances of both potential applicants and the School. To be considered for a bursary the student and the student’s family must fulfill the School’s normal admissions requirements and also meet the following additional criteria: There must be a demonstrable benefit to the student in receiving a British Education (as opposed to other systems of education available in Tokyo). There must be a verifiable inability of the family to pay the full amount of the fees the family will be asked to provide financial information sufficient to allow a detailed assessment to be made by the School this is likely to include, but not be limited to, annual tax returns and correspondence from employers a visit to the family home may be required any bursary granted will be subject to a reassessment of family means each year and maybe varied, depending on family circumstances. Priority will be given to families in which the main earner is employed full-time in the Education Sector or a not-for-profit organization such as a charity. BST makes extensive use of the rich historical, natural and cultural experiences available in Japan. Our children from Nursery upwards study the Japanese language. We maximize children’s real use of the language within the local community, taking advantage of speaking and listening opportunities right on our doorstep. For example, our Year 3 children interview people in the local area in Japanese about their hobbies, drawing on what they have learned in the classroom about describing their hobbies. The British School in Tokyo is a non-profit institution and tuition fees alone do not cover the cost of educating each student. Gifts to BST allow us to continue offering the many academic, sports, and cultural programs that have contributed to our “Excellent” grading by the Independent Schools Inspectorate. In recent years corporate and individual contributions have helped us to expand the school, refurbish and upgrade facilities at both campuses, and introduce several bursaries for eligible families who are not able to afford the full tuition fees. To continue expanding these programs, and guarantee our continued success, we depend on the generosity of our school community! View full school