Recognizing this immense growth towards the foreign audience, The Knowledge Review presents, “The 10 Best International Schools in Japan 2019”.

1. 2019
VOL 6
JUNE - 2019
ISSUE-2
10The Best
International
Japan
Schoolsin
Where Art Blends with Learning
CLARENCEINTERNATIONAL SCHOOL

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6. 08 CLARENCE INTERNATIONAL SCHOOL
WHERE ART BLENDS WITH LEARNING
A
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EDITOR’S PICK
ACHIEVING ACADEMIC SUCCESS BY
OVERHAULING HOMEWORK STRESS
22
CON TE N T S

7. JOY TO THE WORLD AMERICAN
INTERNATIONAL SCHOOL
A TRUSTED INSTITUTION FOR YOUNG LEARNERS
SETA INTERNATIONAL SCHOOL
BUILDING TOMORROW'S WORLD WITH TODAY'S CHILDREN
COLUMBIA INTERNATIONAL SCHOOL OF JAPAN
FOSTERING EDUCATION IN A HI-TECH LEARNING ENVIRONMENT
MEES INTERNATIONAL SCHOOL
IMPARTING KNOWLEDGE POWERED BY TECHNOLOGY
CAMBRIDGE INTERNATIONAL SCHOOL
PROPAGATING THE LOVE TOWARDS KNOWLEDGE
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8. y 2020, the government in Japan will be able to achieve its objective of 300,000
Bforeign students, representing 10% of the total population of students. This
percentage would take the country nearer to other non-English-speaking countries.
Japanese universities are expanding and are focusing more on attracting more learners from
Europe and the United States. Universities are increasing their online and offline
involvement with overseas learners. This implies extending the assistance of international
student services. Consequently, these institutions are helping them with health insurance,
opening bank accounts, having degrees in English, sharing information from alumni, and so
on. Adding to that, the Universities are providing adequate campus life to the foreign
students alongside building international dorms. And most importantly, the language barrier
seems to be getting thinner and thinner with the universities reforming their curriculum.
Japanese universities are developing classes, summer courses, and even full degrees of
English with the aim of attracting a wider range of learners both from the fields of science
and humanities.
Recognizing this immense growth towards the foreign audience, The Knowledge Review
presents,"The 10 Best International Schools in Japan 2019". On the cover of the issue we
have featured, Clarence international School his school blends art with education. Along, t
with offering a world-class education the school also nourishes its students creativity. MEES
International School, Joy to the World American International School, Seta International
School, Cambridge International School, Columbia International School in Japan, Tathva
International School, Ohana International School, Star Kids International Preschool,
Shinagawa International School are the other schools featured in this issue.
We hope that through this issue, the commuting and local communities of Japan get a
detailed insight into the educational system of the country.
Happy Reading!
English-led Courses, International Dormitories for
Students, Increased Government Support,
What More do you Need?
T R
International
SchoolsIn
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10. Clarence
International
School
Where Art Blends
wi Learning
Cover Story

12. “When art touches the human mind,
it catalyzes a union of creativity and
the normal.”
ontemporary education has
Calways been an open ground
for experimentation and
progressive innovation. Inclusion and
implementation of various
reformative teaching techniques and
learning methods, which of course
don’t completely defy the norms of
traditional education, have been
evident and significant.
Art based learning is one of the
aforementioned methods, laden with
benefits for students and teachers
likewise. It delivers innovative
education with enhanced
effectiveness in contrast to the
traditional norms, improves
classroom atmosphere, enriches
quality of teaching, escalates
interests and motivation, and
develops imagination and creativity.
Clarence International School
(CIS), Omotesando, Tokyo, is a
prominent name amongst a plethoric
number of schools which have
adopted art based learning. The
school was established in 2016 by
two founders Ayahi Suda and Fei
Fei Hu, both of whom have a
background in the arts and
international education. Their key
inspiration came from the charity
work of HRH Prince Charles, whom
they were fortunate to know through
Fei Fei’s close work with him in
assisting with international outreach
programmes.
The founders aimed of creating a
unique arts based curriculum
combined with the key fundamentals
of British education and the
inspiration from the initiatives of
‘Children and the Arts’ (CATA) and
thus CIS was born.
At the Helm of Progress
CIS was evidently the brainchild of
Ayahi and Fei Fei, both of whom
have a background in the arts and
international education. Ayahi
originally studied Art in London. She
previously spearheaded a highly
successful preschool and
kindergarten in Tokyo for several

13. years. The success of this
establishment could be seen not just
in the number of students who
attended the school but also in the
fact that pupils leaving the school
were confident, independent learners,
prepared for the challenges of the
modern world. Her visionary input
led to the development of CIS's
educational system of putting music,
art and even poetry at the heart of
learning, whereby children are taught
through games and play.
Meanwhile, Fei Fei is a renowned
British-Chinese entrepreneur, whose
love of learning has been fostered by
a personal and wide-ranging
experience of education, culminating
in studying for a degree in
Anthropology at Waseda University,
Tokyo followed by postgraduate
studies at Oxford University. Once
Fei Fei moved to London he was able
to develop his love of the Arts by
working on the Prince's Charity
Foundation as assistant to Prince
Charles.
The founders have a deep
commitment to the artistic expression
of their educational credo and a
personal interest as parents in the
day-to-day functioning of CIS. Their
daily presence and careful scrutiny
testifies to a great personal
investment in the school’s successful
operation.
A Day in School
A day in the life of a pupil at
Clarence International School begins
at 9 a.m. During the course of the
day the students embark on a journey
where they are immersed in the
activities of the monthly theme, from
topics as diverse as ‘The Ocean’,
‘My Body’ and ‘Dinosaurs’.
To give an example of the life of one
of CIS’s ‘Little Stars’ (children from
18 months to 3 years): At 9.00 they
are welcomed into class. The
morning starts with a class circle
time where the children enjoy
singing nursery rhymes, seasonal
songs and take part in a variety of
warm up activities. Students then
take part in the school's art based
activities, where they are allowed to
express their own inventiveness and
International
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14. At Clarence, students from the ages of 18 months up to 6 years
take their rst steps in education. The school’s programme
focuses on developing and enriching children's academic experience by
using art based activities to develop a freedom of expression and a passion
for the classroom. The school curriculum is authored with input and ideas
from its teaching and management but also benets from its very own
Clarence Lab – a team of curriculum developers who work to give lessons a
completely personalised approach.
CIS is in a very fortunate position of having a truly unique style in how they
teach and the creative exibility to design the lessons around its diverse
monthly class themes. The school's curriculum also benets from following
the British Early Years foundation stage, meaning that it is one of the very
few schools in Japan which are able to offer students the opportunity of an
arts focused learning experience with the foundation of a British
education.
THE LEARNING GROUND

15. produce something to take home to
parents.
Outdoor play is also a key element of
CIS's curriculum as it believes fresh
air is tantamount to good health.
Students are encouraged to immerse
themselves in nature, and develop an
understanding of the beauty of their
surroundings.
After lunch break, comes the
afternoon activity where children are
introduced, in an exciting and
stimulating way, to numeracy and
vocabulary – exciting and
stimulating because these themes are
expressed through dance, movement,
drama and stories. The day then
concludes, with a final goodbye
circle time at the end of the day after
relaxation, with a story. All of CIS’s
students find the school, a nurturing
and friendly environment where
every member of staff is focused on
their well-being and academic and
personal development.
Epitomising Distinction
One of Clarence International
School’s main areas of exploration is
the engagement of every child’s
creativity. To that end, the school
embraces innovative programmes
such as its live music lessons with
trained musicians and the
introduction of Bee-bot robots. CIS
also does not place heavy emphasis
on using iPads in the classroom as it
believes, contrary to many
mainstream schools, that technology
can stifle the imagination of children.
“We are innovators in the field of
harnessing a child's natural talent
and attributes before we turn to
machines: there is plenty of time for
that in later life!”
CIS's main channel of expression is
harvesting every child’s imaginative
capacity. Thus the school believes it
is immaterial what cultural, national
or indeed linguistic background the
children may be from. To date CIS
has a body of students of 32 different
nationalities and they all contribute
to a harmonious and artistic
atmosphere. Parents approach CIS in
search of a holistic education and
appreciating the wholesome learning
environment it provides.
Going the Extra Mile
Clarence International School is
aware of the need for those special
experiences, and to cater to this need,
it offers a full range of trips and
activities for its young alumni. These
range from trips to zoos and
aquariums, to visits to some of
Tokyo’s many parks and greenspaces
for a synaesthetic exploration of life.

16. The school’s children are well supervised and all their needs are tended to during these educational voyages.
CIS also feels that it’s vital to involve the entire school body including parents at school events and thus it
hosts a number of family events throughout the course of the school year including sports day and Christmas
and Summer gatherings.
In addition to this, CIS offers other activities and classes for students. The list includes Japanese lessons and
extra-curricular English lessons which can be taken by children or by children from other learning
environments, and annual holiday school programmes during summer, winter and spring where a full
programme of artistic, linguistic and environmental activities are offered.
Assuring Excellence
“Having visited more than 30 international schools, we couldn’t find anything that suited, until we found
Clarence. After the first trial lesson, we decided to sign up immediately; our daughter had previously refused
to go to her pre-school for months, but here she had fun from the very first day. We’re very fortunate to have
found a school which meets all of our expectations. It’s based on a brilliant educational concept, and in a rich
school environment, with top-class teachers. My daughter is now attending summer school, and we’re
looking forward to her full-time enrolment in September.”

17. "We believe we are
educating children
for the future and
exibility of thought
and creativity lie
at the very heart of
our future."
“At her previous pre-school, our daughter took 6 months to stop crying, and a year to smile when
saying ‘goodbye’ each morning. She’s a sweet and shy girl, so we thought it would be hard for her
to move to a new environment. From the first day, she was smiling, singing and dancing with the
teachers; we were surprised and thrilled to see her so delighted and enjoying the class so much.
The teachers truly care about the children and clearly enjoy teaching! The classrooms are very well
designed – inspiring, even! We look forward to seeing our daughter grow up in this school.”
In conclusion, Clarence International School's ethos is evident in its belief that art develops the
individual. In the words of Edward de Bono: ‘Creativity involves breaking out of established
patterns in order to look at things in a different way’.
“We believe we are educating children for the future and flexibility of thought and creativity lie at
the very heart of our future.” T R

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20. CambridgeInternational School
Propagating the Love towards Knowledge
JUNE 201918

21. Today’s children are tomorrow’s
movers and shakers. This has been a
belief central to the ideology of
Cambridge International School
since its inception in 2012. Sought to
provide a world-leading education,
Cambridge International School
spreads across two campuses at
Shinmachi and Komazawa Daigakuku
(both near Shibuya in central Tokyo). It
is a private school envisioned to
providing high quality educational
programs to children of Pre-school age
(age 1-3) through to Elementary
School.
Expanding Horizons of Knowledge
Being a young school has not stopped
Cambridge International School from
excelling in offering the finest
education and earning a reputation for
quality education programs and
teaching. Keeping in mind the
inclusive development of children, the
school's course focuses on developing
students both educationally and
psychologically through its
distinguishing learning strategies and
scaffolding.
• All children, regardless of nationality,
will have access to a safe, high-
quality program with knowledgeable
and well-trained staff and educators.
• A wide variety of materials with
which children can play and
experiment;
• Children making choices about
activities’;
• Each child’s interests and abilities
considered in the teacher’s plans so
that each child can experience success
and joy in learning;
• Interaction and communication
during task activity to provide a
meaningful, context-based rationale;
• Children’s health, nutrition, and
social well-being, in an environment
that respects and supports diversity.
The aforesaid are the school’s
indicators of an appropriate early
childhood program.
Children who enroll in schools are
looking for great visions, visions that
would complete their life and give
them a purpose. The Cambridge
International School delivers that
wholeness and vision. Many of the
difficulties in the world are the
outcome of attitudes and beliefs that
education for our modern times needs
to examine. Cambridge School is one
such place where both the teacher and
the child explore not only the outer
world, the world of knowledge but also
our own thinking and behavior. Its
philosophy, therefore, is “where one
learns about the totality, the wholeness
of life”.
All the aspects of the school’s
curriculum embody its philosophy to
foster critical reasoning and discussion
in key discourses while at the same
time establishing a critical awareness
of the activities that it is engaged in.
This underlying framework provides a
means to establish not only a mastery
of the principles and practice of
rigorous and logically informed
reasoning in the individual disciplines
themselves but is part of an inquiry
that extends beyond the mastery of the
technical skills required of today’s
world to an intelligence born of the
observation and self-knowing.
Refurbishing Education with Novel
Approach
As a student at Cambridge
International School children is
automatically enrolled in the school’s
Jolly Phonics programme. Jolly
Phonics is the primary literacy
program used at Cambridge and is a
thorough foundation for reading and
JUNE 2019 19

22. Florence Lam is the Principal at Cambridge International School. She has lived in Japan for 7 years and speaks
Japanese fluently. She has previously worked for the Nagasaki City Board of Education where she taught English in
junior high schools and elementary schools as well as being a kindergarten teacher in an international school prior to
becoming principal.
One of her key beliefs is in developing and forging close rela onships in the community and with parents. She has
made it an important part of her job to communicate with the parents not only about developments in the school
but to take me to speak with all the parents on a regular basis about their child’s development in the school. “I think
it is important that in order to develop children’s behaviour it is necessary to explain and help children come to terms
in understanding the social aspects of communication as well as learning English in an international environment.
That their general behaviour and own actions are part of this communication; part of the culture of sharing with others.
Since the school is currently going through a process of evaluation by the Tokyo Metropolitan Government Bureau of
Social Welfare and Public Health and Education, we have to focus on a balance of Japanese and international culture
that all the children are a part of”. She adds “By working closely with the parents helps foster a kindred spirit and
mutual affection for the children. Children, teachers, and families join together to continually improve the system that
supports our school community and so I think Cambridge will continue to expand.”
Architect of Cambridge
International School
writing. It uses the synthetic phonics
method of teaching the letter sounds in
a way that is fun and multi-sensory.
The program features direct, daily,
systematic teaching, and children learn
how to use the letter-sounds to read
and write words. The program covers
letter–sound correspondences,
blending for reading, segmenting for
writing, letter formation, and tricky
words.
Synthetic-phonics begins by teaching
letters and their corresponding sounds
and each phoneme, each letter, is
important in this process. Once the
child has learned a few of these then
they begin to sound out the letters of a
word and blend or synthesise these
together in a sequence. By doing so,
the child pronounces the word and this
synthesising is essential for working
out unknown words and to be able to
read. Once students have blended a
few times they can be read on sight.
Simultaneously, the school also
emphasises on developing students
skills to break words down into
individual sounds. For example, if any
learner wants to spell and write the
word run, they break the word into its
component sounds – r, u, and n. To
spell or write a word it is necessary to
know the letter(s) corresponding to the
sound of the word. “I want to spell
run, what sounds (phonemes) can I
hear, and what letters (graphemes) are
those sounds represented by?” This
involves the breaking down of words
into their constituent sounds
(segmenting) in order to spell and
write the word and is the reverse
phonic skill to blending. Thus, children
learn that the alphabetic code is
reversible, if you can read a word you
can spell it.
The Legacy of Imparting Quality
Education
Standing above in its approach of
nurturing students as independent
learners and inquirers, Cambridge’s
teaching philosophy is to develop
learning and thinking skills in students.
A very good example of this is its
unique approach to help second
language learners, predominately
Japanese children to a point where they
have native-like fluency in English. To
Florence Lam
Principal
JUNE 201920

23. achieve this, the school relies heavily
on specially scaffold tasks designed to
engage children in activities that
promote the use of authentic English.
Rather than engaging students in
limited or memory-based practices that
produce artificial responses,
Cambridge ensures that children can
clarify learning targets for themselves
by sharing the criteria for success
based upon student individual goals.
Additionally, teachers also work on
engineering effective questions leading
to rich classroom discussion that
further escalates the learning process.
Cambridge international school believe
in developing a growth mindset in
students, given that students receive
descriptive feedback for their effort.
The end result of this being students
engaging themselves and processing
their mistakes learn from them and
creating a positively re-enforced cycle
of back and forth communication.
With all this in place, the school aims
to get students to act as instructional
resources for one another. This would
help in bringing a deeper
understanding of learned material as
children discuss and explain to each
other and as a result raising learning to
meta-level.
Montessori Method
Focusing on child-centered education
and guided by the Montessori Method
of Education, Cambridge International
School zealously emphasis on the
independence, freedom, and respect for
a child’s natural, psychological,
physical, and social development.
Putting this in other words,
Cambridge’s goal is not to just fill the
child solely with facts from a
prescribed course of studies, but, rather
guide and cultivate the child’s natural
desire to learn.
Dr. Maria Montessori had suggested that the optimal functioning of the child
occurs through work within a prepared environment of five main areas: Practical
Life, Sensorial, Mathematics, Language, and Cultural (which includes subjects
such as geography, science, history, art, music, and physical education). Propelling
the belief that the space within the school or the environment is considered the
third teacher, the Cambridge International School has been designed in such a way
that it supports all the educational needs and escalates the holistic development of
its students. At Cambridge, the faculties too have a key role to play. In order to
achieve the school’s mission they intentionally organize, support and plan for
various spaces for children. The school’s daily schedules are planned to ensure
that there is a balance between individual, small and large group activities, child-
directed, and teacher-initiated activity and inside as well as outside experiences.
JUNE 2019 21

24. omework is an essential part of any
Hstudent’s academic life. However, it
brings along stress and work pressure.
It becomes difficult to avoid homework stress,
especially when a major exam or the deadline
of an important assignment is nearing by. At
times, students can become overwhelmed and
frustrated, which can have negative effect on
their ability to focus on studies and retain
information. As a result, they may delay
completing the homework, which may
contribute in increase of stress. It may all end
up in poor class performance and lower grades
of the students. For these mentioned reasons, it
is of utmost importance for students to
overcome stress related to homework.
Effects of Homework Stress on Students
Sometimes students worry too much about
homework, which may lead to higher levels of
stress and frustration. This, in turn, may
negatively affect their results, social life, and
mental and physical health. It may not only
affect them, but their family as well– leading to
quarrels with family members, when students
feel frustrated about the inability to complete
the assignment. Most parents realize that
homework is part and parcel of their child’s
educational life. But, they should make sure
that it does not become a burden on them.
Strategies to Efficiently Deal with Homework
Stress
Completing homework can be difficult, and at
times, stressful for students. Maintaining a
positive attitude and sticking to the schedule
can help in tackling distractions and completing
the designated work properly. The below
mentioned techniques can help both the
students and their parents in overcoming stress
related to homework.
Maintaining a Schedule
Parents should assist their children to organize
and dedicate proper time for homework, chores,
extra-curricular activities, and sleep. This
schedule will give students a proper idea of
what activity to carry out and when. It also
JUNE 201922

25. Editor’s Pick
JUNE 2019 23

26. assists students to maintain a routine lifestyle which is
beneficial from an academic and career standpoint.
Practicing Good Time Management
The proverb ‘time and tide wait for none’ holds true for
every individual. Students should pay attention on the
importance of time, as it will help them to pave a path
towards a bright career. Parents should make sure that their
children are focused on the task at hand and complete their
homework and assignments well in time. Removing
distractions like cell phones and television is a prerequisite
to make sure that the student completes the homework
properly and pursues their studies with utmost dedication.
It is Important to Start Early
Parents should spend some time with their children every
day and help them in completing the homework
assignments for each subject. Students can prioritize their
homework by listing them and can start ahead of the time.
If they start with their homework later in the evening, they
will have less time and energy to complete the same in
time. This will result in more pressure for both students and
parents.
Regular Review of Agenda
Students should maintain a regular note of all the
homework assignments that need to be completed during
the given time limit. Parents should supervise their children
and should make sure that their children regularly review
the agenda. This will ensure that students complete the
given assignments in time.
Organizing for Better Outcomes
Arranging the study room and other related study materials
properly is important to ensure that students complete the
homework with utmost dedication. An unorganized study
room can be distracting. Both parents and students should
make sure that the study room is tidy. Parents should
provide students with all the materials that are needed to
complete the homework, including pencils, papers,
textbooks, and other stationary materials.
Engaging the Teachers
Parents are always eager to help their wards with their
education; but the study materials and courses have evolved
over the years. If they realize that their children are
struggling with homework and studies, they can make a list
of questions and interact with the teachers to help the
children understand the assignment properly.
Organizing Homework Groups
Parents can encourage their children to engage in group
studies. This will make assignments less overwhelming, as
students will be able to discuss about the subject matter
with their classmates. By group studying, students will be
able to share each other’s ideas and better understand the
topic. Working as a team, they will understand the subject
matter and complete homework easily.
Taking Breaks can be Helpful
If the students feel frustrated by going through difficult
homework questions, parents can encourage them to take a
break and come back to it later. This will give them some
time to clear their mind and refocus on the homework. In
fact, even while working on other things, the child’s brain
will be working on completing the assignment in the
background. Parents should also allow their wards to
engage in fun and extra-curricular activities. They should
also encourage their children to take some time off for
exercise and outdoor games. This will help them to take a
break from stress, and at the same time, engage in healthy
activities.
A Good Night’s Sleep is Essential
Every parent should make sure that their child follows a
regular sleep routine. This will boost their memory, lift their
mood, and provide them with the required energy to carry
out curricular and extra-curricular activities. Proper sleep
will also prepare students to tackle all the study-related
challenges and accomplish their homework with a game
face on.
Completing homework assignments in time along with
preparing well for the sessions is not a difficult task.
Developing techniques to tackle stress will help students to
accomplish designated tasks and cultivate better learning
habits. With proper planning, dedication, and support from
friends and family, students can overcome frustration and
complete their homework and assignments confidently. T R
JUNE 201924

28. ColumbiaInternational School of Japan
Fostering Education in a Hi-tech Learning Environment
JUNE 201926

29. The school strives to develop
powers of critical and creative
thought, preparing students
both for demands of post-secondary
education in North America’s finest
universities and life as international
people.
Columbia International School of
Japan was founded in 1988 as a high
school to provide a preparatory
program for students planning to attend
universities and colleges in North
America. During its more than three
decades of journey, the school has
grown leaps and bounds into one of the
premier day and boarding schools in
Asia. The school’s goal is to create a
fun, challenging, and supportive
lifelong learning community that allow
its students to develop the learning,
communication and social skills to be
successful global citizens in today’s
world. Columbia International School
opens pathways for graduates who go
on to attend top universities in Japan,
Canada and throughout the English-
speaking world.
Wide Campus with Diverse Students
The campus of Columbia International
School stretches over a nature-rich
suburban area which is 20kms to the
north-west of Shinjuku, the hub of
Tokyo. Currently, we have 3 buildings
filled with the youthful energy of our
students. The enriching campus of the
school has 2 gymnasiums, a playing
field, computer and sciences labs art
rooms.
Columbia International School
currently enrolls 250 students in
Kindergarten through grade 12.
Columbia possesses a diverse student
body with presently more than 21
different nationalities, many returnees,
and dual ethnicity children. Many of
the students come from other areas of
Asia as local or on student visas and
the school provides them with its
excellent dormitory. Many of its
students though are Japanese some
entering at the kindergarten level or
join us at grade 1 from other
international kindergartens. Also, many
students come from the regular
Japanese system at various grades
supported by our excellent ESL
program. This multicultural mix of
students brings different cultural,
religious, and life experiences which
provides an excellent environment for
fostering a sense of global
interdependence and responsibility.
The Columbia International School
dormitory that was built in March 2000
is located about an 8-minute walk from
the campus. The dorm offers boarding
students’ both girls/boys with safe and
comfortable living experience. The
modern three-story building was built
with keeping comfort and safety in
mind. It provides an excellent
environment for students to study and
share their school experience.
About the Leading Light of the
School
Greeting students with a cheerful smile
every morning as they enter the school
gate is our Principal Mr. Barrie
McCliggott. Mr. McCliggott an
Ontario certified Principal has been at
Columbia since 1995 and Head of the
school for 18 years. He has been an
intricate part of the growth and the
success of the school. The wellbeing of
all students has always been at his
center. He had a goal to create a fun,
challenging and supportive lifelong
learning environment that allowed
students to develop the knowledge and
skills to be successful global citizens in
the 21st century. Along with the
supportive board and a talented team of
administrators and teachers, he sets out
to provide the infrastructure, programs
and environment where happy students
feel inspired and empowered to reach
their full potential.
“I am very fortunate to work with a
group of passionate educators and
supportive parents who are all here to
JUNE 2019 27

30. Columbia International School shares few of the testimonials.
“When I entered Columbia two and a half years ago, I was a shy boy who couldn't speak
English very well, and I was afraid of talking to people. I joined the basketball team, and made many
friends; and practiced both Japanese and English by communicating with my schoolmates. As a result, of
my effort, I could speak English and Japanese besides Mandarin, and I made a lot of friends at the school. I learned
in the process that there is no fear of challenge as long as I make strenuous attempts to overcome it.
In the end, I really want to thank all the teachers, staff and classmates for giving me such a wonderful high school
life.”
– Yuto Fukushima
“My school life at CIS (Columbia International School) was the best when compared to the other schools I have
attended and experienced. Since I was young, I had moved back and forth from Hong Kong to Japan numerous times
and as a result experienced many schools. I appreciated the teachers and staff, who cared about students when we
had our ups and downs in life and school. After graduating from CIS, I moved to Canada to a small city called Calgary
in Alberta.
I am currently in my senior year in a 4-year program at the Alberta College of Art and Design. In relation to the
experiences in CIS, the classes that the school provided helped me build an understanding and a variety of knowledge
that supported me and helped me understand my expectations in college. Columbia International School is a school
every student should get a chance to experience because they won't regret it. I never have.”
– Momo Bando
Happy Students at Columbia
International School
provide an excellent educational
environment for our students,” says
Mr. McCliggott.
World Class Courses Offered
Since the foundation of the school,
Columbia International School offers
its students one of the most challenging
and globally-recognized courses of
study based on the Ontario (Canada)
curriculum. The reason being, Ontario
is consistently at the top in reading,
math, and science. Besides, 91% of
Ontario Grade 10 students met or
exceeded the critical science
benchmark in the most recent
Programme for International Student
Assessment (PISA) study.
Based on this model, Columbia
International School follows a common
and rigorous curriculum from
kindergarten to Grade 12. The Ontario
curriculum implemented at Columbia
is recognized as a world-class
curriculum and is extensively used
throughout the world in part due to its
excellent framework for incorporating
a theme of internationalism into the
curriculum.
Columbia curriculum offers both
Japanese and international students the
opportunity to interact with ideas from
around the world. Also, it provides
them a robust platform to confidently
share their culture and expand their
communities. The school’s focus has
always been on increasing students’
critical thinking and problem-solving
skills; hence preparing its students to
st
be global thinkers for the 21 Century!
Providing Top Career Exposures and
Opportunities
Columbia International School offers
students in small classes, a safe and
supportive learning environment,
where highly trained teachers guide
students through an exploration of the
world around them. In its technology-
rich environment, students become
highly computer literate an essential
skill in the modern work environment.
Columbia International School
graduates possess the knowledge and
skills required to be successful
studying at leading universities
throughout the world and to become
leaders in today’s global work
environment. The school believes that
students learning in a multicultural
environment develop an understanding
and appreciations for other cultures
that help make them comfortable
working in the global scene here in
Asia or abroad in western cultures.
Education at Columbia’s opens the
door to the world and provides
Mr. B. McCliggott
Principal
JUNE 201928

31. pathways to a variety of opportunities.
Columbia graduates’ study at the
world's finest universities and are
regularly recruited by famous global
companies. The schools’ effective and
enhanced frameworks, regular
Canadian and WASC Certification
processes and tremendous support
from parent’s organization ensure
ongoing development as a learning
community. Its wireless one-to-one
laptop environment allows both
teachers and students to access the
latest information and learning
strategies.
Everyone right from the
administration, teachers, and staff are
involved in continuous learning
through Columbia International
School’s professional learning circles.
Also, Columbia teachers and
administrators are regular participants
or presenters at conferences throughout
Asia.
“My school life at CIS (Columbia
International School) was the best
when compared to the other schools I
have attended and experienced. Since I
was young, I had moved back and forth
from Hong Kong to Japan numerous
times and as a result experienced many
schools. I appreciated the teachers and
staff, who cared about students when
we had our ups and downs in life and
school. After graduating from CIS, I
moved to Canada to a small city called
Calgary in Alberta.
I am currently in my senior year in a 4-
year program at the Alberta College of
Art and Design. In relation to the
experiences in CIS, the classes that the
school provided helped me build an
understanding and a variety of
knowledge that supported me and
helped me understand my expectations
in college. Columbia International
School is a school every student should
get a chance to experience because
they won’t regret it. I never have.”
- Momo Bando
Enhanced Programs and Activities
At Columbia, students are required to complete a minimum of 40 hours of
volunteer community service as a graduation requirement. Community service
builds a feeling for human interdependence and a proactive sense of social
responsibility in the heart. Community service starts in kindergarten at Columbia
with students regularly cleaning up the local park through the ‘Columbia Cares’
program. The Kindergartens are also active gardeners in the school garden
recently growing popping corn that they later sold at its sports day with the
proceeds going to charity.
The Elementary students regularly clean up the local area and grow and sell
vegetables to the local community to support charities like ‘Habitat for
Humanity’. The junior and senior students connect with the communities directly
by leading activities and performances at local retirement centers and organizing
activities for local kindergartens. The residence of the retirement home enjoys the
interaction and the opportunity to share their life experiences with its students.
Through Habitat for Humanity, the school challenges its students to extend those
boundaries by visiting areas in Asia such as Mongolia, Cambodia and Sri Lanka,
that need support and building houses for those in need in these community.
JUNE 2019 29

34. Joy to
the WorldA Trusted Institution for Young Learners
JUNE 201932

35. he school works towards
Tpromoting the concept of
Ohana while creating
awareness among the students about
the world abroad and the importance
of connections with people as well as
themselves.
In 1999, Joy of the World was
established as an English school and
came into existence two years later
when it opened its first school as a
multi-age daycare center. The
founder Mr. Jerry Hanus is the
individual who decided to bring out
this venture and ensured that the pace
was towards a productive learning
environment. He made sure that
when the surrounding required a
universal style preschool, he
delivered. It is also an added
advantage that Joy to the World is
located in the safest neighborhood in
Tokyo alongside two beautiful parks.
It is known to be a staple in the
community as a trusted institution for
young learners.
Academic Provisions
Joy to the World is a school that
believes in giving its students equal
treatment and ensures a diverse
environment for it. They accept
students who belong from various
parts of the world such as America,
England, China, France, Italy, India,
Australia, Korea, Hawaii, Canada,
and Japan. There are morning and
afternoon programs to provide a fun,
creative, immersion English learning.
Kids between the ages 1.5 to 6 years
are provided classes in various
timings from 9:20 – 2:00 and these
include special classes such as Joy
Tots Class (1.5-2), Pre K (2-3), K1
(3-4), K2 (4-5) and K3 (5-6). The
faculty is well trained in early age
learning and along with having
multiple years of experience in
various fields of education. They also
belong to diverse backgrounds so
that the students can relate to in the
classroom which in turn makes them
feel like they are home. The staff is
also adept at attending and speaking
at various conferences in Japan and
all around the world in an attempt to
broaden and improve the overall
curriculum.
The institute also offers cooking
classes which can be opted for as
electives and ensures that the
students develop an interest in
culinary skills as well as build a new
relationship towards good food.
Japanese classes are also conducted
to help academic skills flourish with
Japanese being the medium through
which the curriculum is taught. Joy
also provides afternoon programs
which contain the Afterschool
Kindergarten for ages 3 to 6 and
Afterschool Elementary Classes.
The kindergarten program focuses on
building phonics and critical thinking
but keeping in mind a welcoming
and looser approach that the children
JUNE 2019 33

36. The Alumni of Joy to the World even after graduating are treated with
immense respect and the ones who have completed junior high school are
allowed to return to assist with the special school programs. The alumni constantly
continue to express their appreciation while reminiscing about their fond memories at the
institute. Students have gone on to express how the school has been a signicant inuence
on how much they have improved personally as well as educationally.
Nana Ichinose states – “I remember having a great time dancing and singing with my friends
and teachers. I remember practicing and practicing again and again. I was excited to show my
parents the performance every time. I used the English skills that I learned from Joy to the
World and moved to Hong Kong when I was 6. I have seen that most of the kids in Joy to the
World are very bright and outgoing. I have seen many changes since I graduated from Joy to
the World. However, I have seen some memories that have been here since I was there. I am
delighted that I was able to spend time at Joy to the World. Thank you, Jerry, for this
opportunity.”
Words of Trust
will be able to adapt and focus on more. The elementary program also offers the same but works on
building up the academic skills of the older learners along with reading in the lowest level class. The
institute also offers special programs all year round such as the winter, spring and Summer Fun Programs
as well as the Hawaii Summer Program. This is where they implement crafts, games, and songs into the
English learning process. The Hawaii Summer program specifically is offered to the families who are on
vacation in Honolulu intending to spread the spirit of ‘Ohana.’ They are taken on a tour of the island and
can participate in various fun activities while taking in the beauty and culture of Hawaii.
An Effective Teaching Methodology
The institute mainly focuses on promoting learning and development by involving the students in creative
activities which help in building up their fundamental skills, especially critical thinking. Multiple sets of
guidelines along with some goals and activities make up the core curriculum of Joy to the World which
covers all the aspects of learning. The teaching methodology has been developed according to the
directives of the NAEYC and also the strategies listed by Oxford University.
Behind the Brilliant Structure of Joy
Jerry Hanus is an individual who has always been fueled by his vision and determination. He belongs to
Jerry Hanus
Founder
JUNE 201934

37. Honolulu, Hawaii and credits his
qualification to the University Of
Hawaii. His immense interest and
passion towards the field of business
have helped in fueling the
progression and expansion of the
school. He also puts in a constant
stream of effort to make sure that the
school curriculum is designed to be
original along with the materials.
Hanus is also well experienced with
childhood development and
curriculum development.
An Overview of Career
Opportunities
Joy to the World works on inspiring
the new generation of students
towards education by creating new
and innovative programs. The
students also are known to go beyond
expectations of various other
elementary schools they apply to and
also find themselves being accepted
to any school of their choosing. It
enlightens them about the world and
its realities upon graduating while
inspiring them to learn better. Upon
graduating, every student gains
immense confidence and love for
themselves which is a result of the
completely friendly nature which
also encourages them to prepare for
their future ambitions.
JUNE 2019 35

40. MEESInternational School
Imparting Knowledge Powered by Technology
JUNE 201938

41. The book, ‘Evolution of
Education Theory’ authored by
John Adams defines education
as a bipolar process in which one
personality acts upon another to
modify the development of other
personality. The educator and educand
are the two people involved in this
process. Educators seek the overall
development of the student by not only
through imparting the knowledge skill
but also through directly influencing
the educand’s personality. MEES
International School is one such
school that focuses on developing the
personality of its students while giving
equal importance to their academic
performance. At MEES International
School, the child develops not only
academic skills but also gain a positive
attitude towards learning. The school
empowers students to pursue their
passion and surpass all the restrictions
along with ensuring their holistic
development.
The Visionary School Changing
Lives
“Education is what survives when
what has been learned as been
forgotten” – B.F Skinner
Following the aforesaid principle,
MEES’s vision is to nurture its students
to be the rightfully educated citizens of
the world. Any student, who graduates
from MEES, demonstrates all those
skills that help them to face challenges
throughout their life.
To propel this vision of its, MEES
trains its students starting right from
kindergarten. Realizing the importance
of technology and leveraging its
pervasive power, MEES perceives
digital awareness as a language. It
believes that exposing students to the
technology at a young age will equip
them with the technical skills and
prepare them for the future lying
ahead. MEES believes that technology
already influences the lives of many
and it will continue to do so. A good
example of this how the invention of
smartphones, of AI (Artificial
Intelligence), has already changed the
world. The yet to be introduced
technologies like quantum computers
will change the world furthermore and
skills expected from workers will
change.
Cultivating the future-needed skills in
students is what distinguishes MEES
from other schools. At the school’s
heart lies its values of confidence
building, responsibility, risk-taking
skills, social development and most of
all enjoy learning. Guided by these
core values, MEES International
School has adopted a progressive
approach to its educational programs.
Galvanized by the ‘The Montessori
Method of Education’, MEES
combines technology into its
academics by thus introducing students
to the real world and help them evolve
as respected individual learners.
Classrooms equipped with projectors,
instilling Google home devices in
classrooms, and being able to connect
with other students through video calls
exemplifies, some of the advanced
techniques used at this school.
Moving at par with the technology
trends is one of the distinguishing
features of this school. However,
technology is only a tool used by the
school to achieve its goal; the inclusive
excellence of students. It also focuses
on cultivating skills such as creativity
and critical thinking.
MEES epitomizes the fact that
‘learning is a two-way process’. It
encourages its faculties to use
JUNE 2019 39

42. “Our daughter joined MEES when she was one and a half years old. We were
just back in Japan after a few years of life in California where we heard about
American preschools and kindergartens from our friends who raised their kids there. We
were looking for a school which would give our daughter exibility. When we rst met the
principal of MEES, we thought this would be the one.
Now, my daughter turned 4, and we are very happy and fortunate that she has been with MEES. She has been
exposed to a lot of artistic activities such as painting, music, and dancing. She writes letters to her friends to show
a close friendship. Through digital learning, she learned how to communicate with her father through Skype when
he was away.
She even teaches us English at home as if she were a teacher.
Most importantly, we feel she has been loved by her teachers and friends, and she is comfortable being herself. This
self-esteem is now deeply embedded in her and we are certain she will continue to grow up as an independent and
compassionate person.”
Anna's Father
“Our daughter Sai has been going to MEES from when she was 1 year old. We are a mixed family, her father is Israeli
and I am Japanese. At home, we speak both Hebrew and Japanese. We chose MEES for our daughter because of the
international character. Sai is now 2 years old already understanding 3 languages and started to speak them too. We
support the Montessori ideology and often Sai mentions older students names, it is clear that she looks up to them and
likes to copy them. We would like her to be independent and creative, therefore we are happy we found MEES.”
Sai's Mother
Words of Trust
technology too. Students observe
teachers; hence, it is necessary that
they put their words into action. The
easiest way to encourage students to
use technology is when they witness
teachers using modern technologies in
the classrooms. This ignites their
minds and increases their curiosity; as
a result, they ask questions and try to
learn more. Teachers learn about the
latest technologies and help students
attain the necessary skills for
tomorrow.
Laudable Learning Experience
MEES International School has
distinguished themselves for its unique
and advanced approach towards
education. Education in Japan has its
roots in a traditional foundation,
conservative, and is much focused on
functioning and learning in groups.
However, Japanese parents who often
visit or have lived abroad have decided
to move out from the conventional
educational methods, seeking for more.
MEES offers a student-centric
academic culture; this approach by the
school has helped students to evolve as
independent learners, which goes
beyond the conventional norms of
Japanese education. This is one of the
reasons why parents pick- out MEES
International School as the ideal school
for their offspring. With its innovative
teaching method, the school believes
that education should be seen as a
platform that eliminates the differences
between local and international school
education. Focusing on sensory
learning, MEES’ prime aim to provide
a welcoming environment where
students can express freely.
Teachers are the catalysts of this
school. In spite of being a new school,
the faculties of the school are skilled
and experts in their respective field.
With all that in place, the students can
benefit from this expert pool of
teachers and choose their field of
interest from an early stage itself,
getting personalized training as well.
The teachers work as one team and
coordinate with other teams and make
it easy for children to switch between
projects. While working in small
groups, the school followed the Reggio
Emilia approach, in which children co-
construct, and take ownership over the
Euft van den Berg
Principal
JUNE 201940

43. direction of work or the project.
Focusing on educating both the
international and national students,
MEES' principles are built on the
quote, “Educate the masses and then
only a nation is possible”.
Zealous Scholar and Educationalist
This elite school is spearheaded by its
Principal, Euft van den Berg. Prior to
founding MEES International School,
Euft served as the principal of an
International School in Tokyo. It was
during his tenure in this school that he
observed that children around him
wanted something more than the
conventional Japanese education
system. He also observed that the
schools were mostly focusing on
helping students attain good grades.
His zeal to change this approach
towards education motivated him to
lay the foundation stone of MEES
International School.
Armed with a Master degree in Fine
Arts (MFA), he completed his
schooling from Montessori High
School (Montessori Lyceum,
Amsterdam). Being a student of ‘The
Montessori Method of Education’
himself; Euft believes that applying
this theory to education will aid
students in accomplishing their fullest
potential while also becoming self-
learners. Adapting the same approach
in MEES, Euft envisions providing one
such environment to his students where
they are free to learn and pursue any
passion, given that the school has a
child-centric curriculum.
“The teachers in MEES have a unique
character and a sense of arts. We feel
the atmosphere as if going abroad like
Europe or the United States whenever
we enter the school. Since MEES
adopts Montessori educational system,
children are centered in the school. My daughter has learned her daily routines
through her school life and been getting to do them by herself. Moreover, elder
children look after little children in MEES. I believe that this helps children be
considerate of others.
There are a lot of programs to cultivate creativity and a sense of music and arts.
Surprisingly, children become able to identify each face of famous music
composers and their music. The teachers take children to a park near MEES twice
a day every day in order to let them play. By virtue of this, I think that the ability
to exercise is developed.
My daughter went to another nursery school once, but she wanted to go back to
MEES soon after going to this school because she liked the atmosphere of MEES
and missed MEES very much. When she came back to MEES, all of the teachers
kindly welcomed her. Now, she is enjoying her school life with her nice friends
and excellent teachers again!”
Aine’s daddy
JUNE 2019 41

46. SetaInternational School
Building Tomorrow's World with Today's Children
JUNE 201944

47. ur goal is to provide children
Oa balanced and complete
educational program in a
family-like and well-equipped
environment”
Seta International School was
founded in 2001 on the ideals of a
mother who believed that children
need an enriching balance of body and
mind in order to be fully competent in
the 21 Century. The school welcomes
st
children ages 18 months to 6 years old,
in a cozy family house style facility. It
relies on the support and
communication between teachers,
students, and parents to foster students’
growth.
The school provides practical
education which focuses on balancing
the mind and body for the child's
current developmental needs through
its unique curriculum. The mission of
the school is based on what all parents
wish for their children, to foster a
strong sense of balance between
children's physical, emotional, social
and academic well-being.
Story behind the Inception
The journey during the establishment
started when the Founder of the school
searched for a kindergarten for her son
back in the day. The only choice she
had was to take admission in either an
academic-based kindergarten or in a
play-based kindergarten. Hence, she
decided to create a school with the
motto, “ ”.play well and learn well
Throughout these years, she has seen
that this spirit has lived on to till date.
Since the establishment of the school,
she believed that it has been made
possible only because of the strong
team of professional teachers keep in
mind to be aware of the children’s
needs at all times, following the spirit.
Enriched Curriculum of Seta
Seta’s program is designed to nurture
children of all linguistic backgrounds
through an appropriate program
tailored to the particular stage of each
child's development. The curriculum of
Seta focuses on the physical, cognitive,
emotional, social and creative needs of
each child. Seta International School is
a place where children are given the
opportunity to learn and grow as whole
individuals.
The school activities address the needs
of the total child. It believes that social,
physical, emotional, and cognitive
growth is interrelated and is of equal
value. The school is designed to
encourage and guide children in the
development of self-discovery,
individual responsibility and
intellectual growth. It believes that
children can reach their full potential if
they are able to develop a positive self-
image. To emphasize this goal, the
school offers healthy environment in
which they can learn to choose their
activities, cooperate, share and form
friendships with peers. Seta
emphasizes 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.
With the changing years, the
curriculum of Seta also gets upgrade.
However, the curriculum always
includes the following parameters:
• Cultural and historical events and
world holidays
• Monthly or Seasonal Events
• Theme-based activities
• Language arts
• Math and Critical Thinking Skills
• Development of large and fine motor
skills
• Science through experiments and
“
JUNE 2019 45

48. The school encourages developing and maintaining a strong balance
between body and mind. It believes that giving children a variety of activities
targeted specically to their own 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 actually 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 specically suited to match their age group. Children are like different
owers about to bloom; When they will fully blossom depends on their own developmental
pace.
Seta's Philosophy
hands-on activities
• Social Studies
• Japanese Culture
• Music & Art
Health & Safety at a Priority
Health and safety has the topmost importance at Seta. The school specifically enlightens the importance of health
during its annual health weeks when the dentist and nurse visits them. Having lived in a highly seismic country, the
school also conducts evacuation drills.
Seta is more concerned for the growing food allergies in school and around the world. As the school values cooking
activities, it tries best to keep the food allergy-free in the activities. To provide everyone with a safe environment, the
school policy may ask children not to bring certain foods to school or school events. The Staff members at Seta are
trained in CPR and first-aid equipment is also available at school. A local hospital is situated at 5-minute away from the
school campus where serious injuries are treated.
In terms of safety, a field trip to the local fire station is the pivotal factor in Seta’s safety learning. This gives children
an opportunity to meet the fire fighters, see the fire engines and ambulance closely along with trying out their uniform
and the equipment.
Alumni
Seta’s graduates continue their education at international elementary schools, Japanese elementary schools or
elementary schools abroad. The students of the inaugural class have just graduated from their universities in the recent
years. Seta International School has received many exciting and proud updates that the alumni earned their degrees
from esteemed universities, and have ventured out in the world.
Every student who has attended Seta, be it for one year or five, has becomes a crucial member of the Seta’s Alumni
Family.
JUNE 201946

49. • “I would like to thank the Staff,
Teachers, parents and families of Seta
International pre-school for welcoming
us into their community over the past
12 months. Moving to a foreign
country is in itself a daunting prospect,
but one which is particularly more
profound when you don’t speak the
language. I would like to thank the
staff and teachers of Seta International
pre-school for helping us cope in our
transition, and the on-going
helpfulness in settling us into life in
Japan. Our family experience at Seta
International was a thoroughly
enjoyable one. The personal care and
attention our children received from
the caring International teaching staff
was excellent, and more importantly
our children enjoyed and looked
forward to pre-school each day. The
friends we have made through the
school over the past 12 months have
made of lives here in Japan a great
deal easier and enjoyable; especially
given the absence of friends, family
and support back home. I would
welcome and recommend foreign
families to Seta International pre-
school and hope that you too, enjoy the
same experience we have shared.”
-G. & R.P., Australia
• “Our son started with the age of two
at SIS. The warm atmosphere, the
small classes as well as the mixture
of nationalities convinced us from
the beginning. But also the planned
activities and the educational
program was a strong factor for our
decision. In the meantime our son
has made many friends, and he likes
to go to SIS every morning. He is
communicating easy in English with
his Japanese & international
friends and mates. The field trips
are always interesting and exciting for him. It was a good decision to go to
SIS.”
-M. & B.H., Germany
• “My son, who will turn four soon, has been a student at Seta International
School now for one year, and I can say that the time at the school has shaped
his character and behavior very well. The teachers of the school have a very
professional attitude and educate the children in a way that allows them to
learn about their environment and themselves, and gives them room to grow
and prosper. The Social as well as academic curriculum is well thought
through, and also the effective treatment of the kids is tailored to their
individual needs. My son will stay in the school and I am looking forward to
seeing him thrive and grow. I can certainly recommend the school to other
parents who want their kids to develop their character and skills in a healthy
environment.
-B.&C.W., Austria
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