Japanese and International Accreditations and Memberships

  • Japanese Government Accreditation
  • IB World School
  • CIS Membership
  • ECIS Membership
  • Cambridge Curricula

Being accredited by the 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 employs a sufficient number of staff members (administrative and instructional) possessing a certain number and level qualifications.
  • 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.

Horizon Japan International School has received authorization from the International Baccalaureate (IB) to offer the Diploma Programme and is an IB World School. Since September 2013, we are offering the IB Diploma Programme for Grades 11-12. The 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.

Being a member of 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 employs a sufficient number of staff members (administrative and instructional) possessing a certain number and level qualifications.
  • The programme of studies, 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 (curricular and extra-curricular) programme provides students with the unique ingredients needed for their 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 services such as transportation, food, residence, etc. 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.

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 means the following:

  • HJIS clearly demonstrates international mindedness and actively promotes international awareness in its students.
  • The school applies the CIS Code of Ethics.
  • The school is willing to undertake an external school improvement process.

A. School Guiding Statements

  • The school has clear guiding statements (e.g. mission, vision, educational objectives), which are suitable for the enrolled student body.
  • The guiding statements commit the school to provide international and intercultural experiences for its students and this commitment is reflected throughout the school.

B. Teaching and Learning

  • 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.
  • Curricular programmes are well organised, documented and support teaching and learning.
  • Teaching and learning are adequately resourced in terms of staff, facilities, infrastructure and support materials.
  • The school demonstrates a commitment to the ongoing professional development of its staff, and this development is informed by student learning needs.
  • The school has developed and implemented procedures and criteria to assess student performance and the impact of teaching on student learning.
  • The school has processes in place to record, analyse and report individual student performance to parents.

C. Governance and Leadership

  • 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.
  • The Governing Body and School Management observe legal and ethical principles in all dealings with the school community.
  • The Head of School is a suitably qualified, competent and experienced in education.
  • 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.
  • The school’s operations and expectations for staff are guided by clearly formulated policies and practices.
  • The school carefully plans its development to ensure continual school viability, quality school programmes, and the accomplishment of the school‘s guiding statements.

D. Faculty and Support Staff

  • The school has leadership, management, teaching and support staff sufficient in numbers and with the qualifications, competencies and character to carry out the school’s mission, programmes, services and activities as well as support student well-being.
  • 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

  • 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.
  • The school provides adequate healthcare and ensures provisions for emergencies on-site and at school functions which take place away from the school premises.

F. School Culture and Partnerships for Learning

  • A school climate characterised by fairness, trust and mutual respect that supports student learning and well-being.
  • Effective processes for the exchange of opinions between students, parents and teachers promote a good partnership between home and school and an overall positive learning community.
  • The school offers extra/co-curricular activities which complement the school’s curriculum and support its mission.
  • (Boarding schools only) Boarding services serve the well-being of all boarding students and staff and support the school’s mission.

G. Operational Systems

  • The school’s financial resources are well managed and capable of supporting the implementation of the school’s mission — including sustaining chosen curricular programmes.
  • 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.
  • The school meets the safety requirements of the local authorities, as well as those required by the CIS where necessary.
  • Any “auxiliary” services which the school may be offering (food, security, transportation, cleaning, etc.) meet acceptable standards of safety and quality.

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 in the identification of a student’s strengths and weaknesses and supporting learning and development. The Primary Programme progresses students seamlessly into the 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
Internationally appropriate and relevant, 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 in order to allow them to cater to individual needs.

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