Japanese and International Accreditations

Japanese Government Accreditation IB World School WASC Accreditation
ECIS Membership CIS Membership Cambridge Curricula
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Being accredited by Japanese Government means the following:

  • HJIS has a clearly defined mission and objectives.
  • HJIS has a well organized governing body with a constitution defining the authorities and responsibilities of its organizational units and how they function.
  • The financial resources and management of HJIS are capable of sustaining a sound educational programme consistent with its stated mission and objectives.
  • The school staff (administrative and instructional) is of such number and qualifications, and are so deployed as to provide satisfactorily for the school's operation.
  • The school grounds, buildings, technical installations, basic furnishings, and supporting equipment are adequate for effective support of the total school programme.
  • HJIS is regularly submitting reports to the government about how it is functioning.
  • HJIS is inspected regularly by government officials to verify that it is operating based on the regulations and guidelines set by the government.
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Horizon Japan International School has received authorization from International Baccalaureate (IB) to offer Diploma Programme and is an IB World School. Since September 2013, we are offering IB Diploma Programme for Grades 11-12. IB Diploma Programme is an academically challenging and balanced programme which enables students to develop good time management and organizational skills and become lifelong learners.

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Horizon Japan International School is Fully Accredited for Grades (Pre-Kindergarten-12) by the Schools Commission of the Western Association of Schools and Colleges. This acknowledges that HJIS meets the accreditation standars expressed in the following criteria:

1 SCHOOL PURPOSE The school has established a clear statement of purpose that reflects the beliefs and philosophy of the institution. The purpose is defined further by adopted expected schoolwide learning results that form the basis of the educational program for every student.
2 GOVERNANCE The governing authority (a) adopts policies that are consistent with the school purpose and support the achievement of the expected schoolwide learning results for the school, (b) delegates implementation of these policies to the professional staff and (c) monitors results.
3 SCHOOL LEADERSHIP The school leadership (1) makes decisions to facilitate actions that focus the energies of the school on student achievement of the expected schoolwide learning results, (2) empowers the staff and (3) encourages commitment, participation and shared accountability for student learning.
4 STAFF The school leadership and staff are qualified for their assigned responsibilities, are committed to the school's purpose and engage in ongoing professional development that promotes student learning.
5 SCHOOL ENVIRONMENT The school has a safe, healthy, nurturing environment that reflects the school's purpose and is characterized by respect for differences, trust, caring, professionalism support, and high expectations for each student.
6 REPORTING STUDENT PROGRESS The school leadership and staff assess student progress toward accomplishing the expected schoolwide learning results and report student progress to the rest of the school community.
7 SCHOOL IMPROVEMENT PROCESS The school leadership facilitates school improvement which (a) is driven by plans of action that will enhance quality learning for all students (b) has school community support and involvement, (c) effectively guides the work of the school, and (d) provides for accountability through monitoring of the schoolwide action plan.
1 WHAT STUDENTS LEARN The school provides a challenging, coherent and relevant curriculum for each student that fulfills the school's purpose and results in student achievement of the expected schoolwide learning results through successful completion of any course of study offered.
2 HOW STUDENTS LEARN The professional staff (a) uses research based knowledge about teaching and learning; and (b) designs and implements a variety of learning experiences that actively engage students at a high level of learning consistent with the school's purpose and expected schoolwide learning results.
3 HOW ASSESSMENT IS USED Teacher and student uses of assessment are frequent and integrated into the teaching/learning process. The assessment results are the basis for (a) measurement of each student's progress toward the expected schoolwide learning results, (b) regular evaluations and improvement of curriculum and instruction, and (c) allocation of resources.
1 STUDENT CONNECTEDNESS Students are connected to a system of support services, activities and opportunities at the school and within the community that meet the challenges of the curricular and co-curricular program in order to achieve the expected schoolwide learning results.
2 PARENT / COMMUNITY INVOLVEMENT The school leadership employs a wide range of strategies to ensure that parental and community involvement is integral to the school's established support system for students.
1 RESOURCES The resources available to the school are sufficient to sustain the school program and are effectively used to carry out the school's purpose and student achievement of the expected schoolwide learning results.
2 RESOURCE PLANNING The governing authority and the school leadership executes responsible resource planning for the future.
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Being accredited by ECIS means the following:

  • HJIS has a clearly formulated set of objectives and an educational philosophy which shall be set forth in a written statement.
  • HJIS is actively striving for excellence.
  • The school staff (administrative, instructional, and supporting) are of such number and qualifications, and are so deployed as to provide satisfactorily for the school's operation.
  • The Programme of studies are, in its overall content and design, its organizational arrangements, and its academic and instructional policies, represent a consistent and effective implementation of HJIS's objectives and philosophy.
  • The overall programme, curricular and extra-curricular, is such as to provide students with the ingredients which, insofar as they are not provided by other sources available to them, are needed in the interests of general human development.
  • HJIS provides pupil personnel services for its students which include:
    (a) Maintenance of proper records
    (b) Well-planned and rehearsed procedures in cases of fire, accident, medical or other emergencies.
  • HJIS provides or arranges for such transportation, food, residence, or other services as are required in support of its Programme, and ensures that these services meet acceptable standards of health, safety and comfort.
  • Instructional materials and equipment are adequate in quantity and appropriate in type to fulfil the basic needs of the school's instructional Programme.
  • The school grounds, buildings, technical installations, basic furnishings, and supporting equipment are adequate for effective support of the total school programme.
  • The financial resources and management of HJIS are capable of sustaining a sound educational programme consistent with its stated philosophy and objectives.
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Horizon's quality has also been acknowledged by the Council of International Schools (CIS) hence HJIS has been granted full CIS membership and has been granted Candidacy Status within the CIS accreditation process.
CIS Membership is conferred on a school that:

  • Clearly demonstrates international mindedness and actively promotes international awareness in its students
  • Applies the CIS Code of Ethics
  • Is willing to undertake an external school improvement process.
A.  School Guiding Statements 
1 The school has clear guiding statements (e.g. mission, vision, educational objectives) which are suitable for the enrolled student body.
2 The guiding statements commit the school to providing international and inter-cultural experiences for its students and this commitment is reflected throughout the school.
B. Teaching and Learning 
3 In their content, design and implementation, curricular programmes serve to put the school's guiding statements into practice including the school's commitment to global citizenship.
4 Curricular programmes are well organised, documented, and support teaching and learning.
5 Teaching and learning are adequately resourced in terms of staff, facilities, infra-structure and support materials.
6 The school demonstrates commitment to the ongoing professional development of its staff, and this development is informed by student learning needs.
7 The school has developed and implemented procedures and criteria to assess student performance and the impact of teaching on student learning.
8 The school has processes in place to record, analyse and report individual student performance to parents.
C. Governance and Leadership 
9 The Governing Body and School Leadership and Management are constituted to provide the school with sound direction, continuity of leadership and effective support in the current and long term life of the school.
10 The Governing Body and School Management observe legal and ethical principles in all dealings with the school community.
11 The Head of School is a suitably qualified, competent and experienced in education.
12 There is a co-operative and effective working relationship between the governing body and the head of school supported by written documentation which outlines roles, responsibilities and limitations of authority.
13 The school's operations and expectations for staff are guided by clearly formulated policies and practices.
14 The school carefully plans its development to ensure ongoing school viability, quality school programmes, and accomplishment of the school‘s guiding statements.
D. Faculty and Support Staff 
15 The school has leadership, management, teaching and support staff sufficient in numbers and with the qualifications, competencies and character to carry out satisfactorily the school's mission, programmes, services and activities and to support student well-being.
16 All staff are employed under clear written contracts or employment agreements and receive adequate compensation for their work.  Adequate procedures are in place for the recruitment, orientation and well-being of internationally recruited teachers.
E. Access to Teaching and Learning 
17 Language Support, Special Education provision and Guidance/Counselling systems are commensurate with the identified needs and aspirations of the student body, and they ensure that students benefit from the school's programmes.
18 The school provides adequate health care, and insures provisions for emergencies on-site and at school functions which take place away from the school premises.
F. School Culture and Partnerships for Learning 
19 A school climate characterised by fairness, trust and mutual respect supports student learning and well-being.
20 Effective processes for the interchange of opinions with students, parents and teachers foster a good home and school partnership and a positive learning community.

The school offers extra/co-curricular activities which complement the school's curriculum and support its mission.

22 (Boarding schools only) Boarding services serve the well-being of all boarding students and staff, and support the school's mission.
G. Operational Systems 
23 The school's financial resources are well managed and capable of supporting implementation of the school's mission- including sustaining chosen curricular programmes.
24 The school grounds, buildings, installations, basic furnishings and equipment are adequate for the effective support of the school's mission and the total school programme.
25 The school meets safety requirements of the local authorities, as well as those required by CIS where necessary.
26 Any “auxiliary” services which the school may be offering (food, security, transportation, cleaning, etc.) meet acceptable standards of safety and quality.
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Cambridge International Programmes

For the core subject areas of Language Arts, Mathematics and Science we follow the internationally recognized Cambridge International Primary (CIPP) and Lower Secondary (CILSP) Programmes. These programmes are comprised of several elements, the core of which is the Cambridge Primary Curriculum Framework. This framework provides the learning goals for each stage.

- Foundation for Secondary Education

The CIPP establishes a foundation for secondary education by aiding identification of a student’s strengths and weaknesses and being used to support learning and development. The Primary Programme progresses students seamlessly into middle years curricula, such as Cambridge Checkpoint and IGCSE.

- External Benchmark

The CIPP also provides teachers with an external benchmark to inform their teaching and easily measure students’ progress over time. It also allows detailed, structured reporting to parents.

- International Curriculum

Appropriate and relevant internationally, the CIPP has been designed to be culturally sensitive. It includes top–quality teaching and assessment resources appropriate for teaching and learning. The structure of the Programme encourages our teachers to use their own materials, bringing in local, national and international examples.

- Flexible Structure

The CIPP incorporates a high degree of flexibility as it includes a range of teaching methods and curricula. Our teachers have the liberty to make adaptations whenever necessary, helping them to cater for individual needs.