255 as of 1 June 2021

Many. We have a non-discriminatory policy and no quote system or priority system. The most important criterion for admission is
that the parents support the mission of the school, which is a *what we do here...* type of mission, rather than a brief abstract statement.

Dual nationals of Japanese and another nationality.

Our students are all emerging blinguals, irrespective of nationality. We do not focus on nationality.

For the most part, yes, but we have no rule about it.

We have support teachers during the school day--no additional charge.

Our school is dual language in English and Japanese (all subjects) and Mandarin Chinese is offered as an elective.

Our classes have 18-23 students.

Our classes have 18-23 students.

Each class has two teachers of equal status, with the exception of the Early Learning Center which has 5 teachers and a Director.

We have interactive whiteboards and numerous computers in every classroom, together with enough chromebooks for every student in a class to have one on
an as requested basis.

Yes.

They may if they wish, but we are a secular school.

We welcome them.

It depends on their anticipated destinations.

Yes, but it is unconventional in that we do not favor busywork type of homework and would recommend that the parents use their native languages at home.

It varies by age, readiness, etc.

We extended to Grade 12 only from the 2014-15 school year and have few graduates so far, but we expect it to be about 95%.

*Special Needs* generally applies to students who do not fit into a particular school system and are therefore either inconvenient for the teachers or impossible for them to handle. Our multiage by design "Vygotskian" style of school widens the parameter of those who may be successfully accommodated. Diversity is what we want in the classrooms.

We have very high standards, but without a whiff of standardization. We use the Scottish curriculum for Excellence , developmental continuums, and a truly child-centered approach looking at each child as an individual with their own specific needs.

There is no ceiling on how far a child may go in any area and in any language.

There are resources in the community as needed, but our students are not harnessed, so as the counselor`s function is often to help students fit into whatever school their parents picked for them, they are less likely to be needed at our school.

No, but we require the parents of prospective students to attend a thorough orientation as our school is so unique in
the context of the other *international school* options in Japan.

Only an interview.

Not at present, but possible to probable from August, 2021 for 6 to 11 year olds.

There is no deadline, subject to availability of space. First come first served.

Yes, subject to availability of space. Enrolment from the beginning of a term is recommended if possible, as we use a thematic approach, term by term. We have three terms per year.

8:30 a.m.

3:35 through age 8 and 3:45 thereafter.

Only after, and at extra cost for "extended care."

Yes. As of April, 2021, we have five school bus routes.

No. Previously parent volunteers arranged to have lunch delivered on Mondays and Fridays for those who requested it. This has been suspended due to covid.

Parents provide snacks and lunches, not the school.

Yes, except for the Early Learning Center, It is partly a safely issue, as we wish our students to be identifiable to the local community. This would not be adviseable in some countries, but it is in Japan.
That said, we ask the parents to enforce the uniform. We would not send a child home because they forgot their tie, for example.

Numerous, but they vary, and change once in the middle of the year.

Numerous, but we do not have our own field.

Limited.

We have a mini-gym and a roof playground, but take advantage of resources in the community such as a full-sized gym and parks.

We are multiage and dual language by design, and we are free from the rigidity and standardization of the age-grade system. Our students are remarkably engaged as we provide a multitude of resources and a positive ethos that is hard to duplicate in traditional school settings. *Mastery* motivation is usual, as we do not make children feel good or bad by virtue of their comparison with others, instead respecting their readiness and timing for learning. The style largely breaks the so-called *cycle of predictability" as the children experience being younger or older, more proficient or less proficient, over time, in their classes. They develop social, communication, and presentation skills as well as academic skills as an inherent part of their school experience. Whereas one of the classroom teachers may communicate and *teach* in English and the other in Japanese, the children are welcome and encouraged to use and develop all of their language proficiencies. We view them all as emerging bilinguals or multilinguals. This is a *translanguaging* context-based approach as opposed to a fundamentally monolingual rule-oriented approach to language acquisition and use. Parents are advised to check the mission on our website, as it does describe what we do, and to attend an orientation and tour as part of the application process.

The teachers team teach using developmental continuums and an integrated, thematic approach, supported by the Scottish curriculum , an abundance of resources, including unlimited fieldtrip opportunities, a highly supportive administration, and extensive professional development. The school has a very low turnover of teachers and the teachers are all expected to remain for at least three years, as that is one cycle in the multiage classrooms (three age-grades) together.