Primary School

At the Primary School, we aim to make children confident and independent learners. We provide many opportunities for students to demonstrate what they have learned. Learning at HJIS is generally inquiry-based, where students are encouraged to identify pertinent questions and construct well-informed answers.


Image result for ib logoThe IB PYP is an international curriculum framework designed for children between the ages of 3 and 12 years.  This programme is based on the latest educational research and believes that each child has their own personality, learning style and combination of intelligence types. Opportunity is given, within a structured framework, for students to explore their own interests and questions. PYP students are well prepared for the next stage of education, including participation in the IB Middle Years Programme (MYP).

Importantly for our youngest learners, the IBPYP focuses on their social, physical, emotional, and cultural needs as part of a strong academic ethos.


Internationalism is a key aspect of the PYP curriculum. The students are exposed to alternative perspectives and examples of working methods and data from around the world. Teachers use tried and tested techniques from many countries and search for new ideas from different cultures.

Inquiry-based learning

Teaching methods build on students individual knowledge and interests. Inquiry, is the leading but not exclusive pedagogical approach of the PYP. It is recognised as being intimately connected with the development of children’s comprehension of the world. Inquiry is the process initiated by the learner or the teacher which moves the learner from his or her current level of understanding to a new and deeper level of understanding. This can mean:

  • Exploring, wondering and questioning
  • Experimenting and playing with possibilities
  • Researching and seeking information
  • Collecting data and reporting findings
  • Clarifying existing ideas and reappraising events
  • Making and testing theories
  • Making predictions and acting purposefully to see what happens
  • Elaborating on solutions to problems.

The IBPYP develops

  • sensitivity to the experiences of others through the curriculum
  • the characteristics listed in the student profile
  • the attitudes that are an explicit element of the programme
  • the expectation of socially-responsible action as a result of the learning experience.

Japanese National Curriculum

For Kokugo (Japanese at Native Level) we implement the Japanese National Curriculum of the Ministry of Education (Monbusho) at our primary school. The students learn the same level of Japanese taught at any other Japanese public school. The lesson materials and Kanji goals are aligned with the Japanese National Curriculum as well.

Extra Curricular Activities

After School Programmes (ASP)
HJIS is also proud of the provision of after school activities for its students. The objective of the ASP is to give the students from Age 4 and up the opportunity to work on what they cannot do in the regular class. They can socialize and relax, through these extracurricular activities, guided by the members of our faculty as well as those from the larger community.
We are currently running 18 ASPs each week in primary school. Any nominal additional cost is to cover materials used in an activity. Some examples of the current and past ASPs are:

RoboticsSoccerDramaYogaArts & Crafts
3D DesignMaths ClubCookingFrenach ClubChess
Rock BandProgrammingTable TennisVolleyballBasketball

Saturday School
A unique aspect of HJIS is our Saturday Activity Sessions, which started a few years ago when one of our teacher volunteered to run remedial classes. The students showed such interest in the Saturday sessions that some other teachers have continued to volunteer to do both curricular and non-curricular work. It has become a tradition, currently embracing students from age 5 and up, as well as some of our parents:

  • Fun with Math
  • Science Club
  • Drama and Writing
  • EAL Support

Support Services

English as an Additional Language (EAL)
The objective of the EAL program is to enable the inclusion of the EAL students in the mainstream class.
We are proud of the quality of EAL support we provide to our students. Although students are required to have a certain level of English proficiency according to the year level they are applying to enter, we work with our EAL team in cooperation with the homeroom teachers to enable the EAL students’ transition into the mainstream class.

We adapt ‘ESL in the Mainstream’ in our curriculum and track student progress with our EAL Scope and Scales, starting from the date they are screened for admissions purposes till they are included in the mainstream class.

There are mainly two types of EAL support provided at HJIS:

  • Pull Out Support
    Pull-out support is for students who feel more comfortable receiving instruction at their level of proficiency. They are withdrawn from their English Language Arts classes all or part of the week by an EAL teacher and English is taught at a lower level until they gain confidence in entering the regular classes.
  • In Class Support
    In class support is provided to students who feel comfortable being instructed at the school level, but need assistance in accomplishing tasks assigned during English Language Arts classes. The EAL teacher spends time inside the classroom with those students and they work together on the language activities so that the student is supported to become an independent learner.

Japanese as an Additional Language (JAL)
The objective of the JAL program is to enable the inclusion of students in Kokugo classes. With JAL, students are either provided with lower level tasks, or provided in class support with an assistant teacher, or pulled out of the classroom so that their needs are catered for.

A Typical Day

Line Up

Hello and welcome to the HJIS Primary School. We would like to tell you how we spend a day at school and the activities we do here.We arrive at school after 8 a.m. in the morning. Some of us come with parents, some on their own, and others with a teacher on the school bus. There is always a teacher that welcomes and supervises us at the school yard and reminds us to change into our indoor shoes.

We line up at the playground at 8:20, show good manners and listen to the teachers for announcements. We can ask questions if we have any.

8:30 is a time for morning meetings where we greet our peers, do a calendar activity, talk about the day’s activities, sing songs, and have sharing time. It really helps us wake up and concentrate for the day ahead of us.

Regular classes start at 9 a.m. as two 40-minute-periods with a short break in between. We have a snack recess after the second period. Most of us enjoy a snack from home and some of us think we can survive on just lunch. Our school asks the students at Key Stage 1 to have a snack and it is only the rest of us that have the liberty to choose whether to bring snack or not.

After another two periods, with a 5-minute-break in between them, and a 45-minute lunch break follows at 12:05. We eat our lunches that we bring from home; it is good to ask your mom to prepare food you like really. We take the rest of our time to enjoy running, jumping and playing with friends at the school yard.

One luxury we have here at Horizon is access to a number of specialist teachers and facilities to teach the subjects of Maths, Science, Music, Arts and Design, PE (for Grades 3-6), and ICT. This both gives our homeroom teachers a break for planning and relaxation and us to enjoy learning from different teachers in specially designed classrooms.

We do a quick line up before the last three periods  where we need to study. Time passes quickly and we finish a regular day with a short afternoon meeting between 3:10 p.m. and 3:25. Then we are dismissed by our teachers either to another teacher for After School Activities (or supervision when there is no ASP), or to return home.

Between 3:30 and 4:10, we have After School Programs: Something we look forward to on certain days! Our teachers organize enjoyable extracurricular activities which we love having with students from other classes. We have a number of ASP options to choose among; some of us want to do sports activities where some others choose arts, music, language or environment related programs. Bus riders, however, are required to join an ASP as the school is unable to provide extra supervision for them.

Well, it has been a long day and we leave the school at 4:20 but only to gain more energy at home to spend on another enjoyable day at school!

Morning Meeting
1. Period
2. Period
Snack & Recess
3. Period
4. Period
Lunch & Recess
5. Period
6. Period
7. Period
Afternoon Meeting
After School Programmes



Student Responsibilities

School Uniform

Students are required to dress neatly in uniforms at all times to maintain a good learning environment. Uniforms are purchased through school and if additional items are needed, you can contact the office to request order forms.

PE Uniform

A different uniform is worn for PE, and students change into their PE outfit before their classes. Students can choose to wear their PE clothes to/from home on PE days.

Indoor Shoes

Each student will need a pair of indoor shoes which they change into when entering the school building. Slip-on type of shoes are not allowed due to safety reasons.


Students can choose between bringing their own lunch or order lunch through the private catering company Horizon works with. Since many of our students have restrictions in their diet, sharing food with others is avoided. Students will be asked to show good table manners while enjoying their lunch.


A 15 minute snack recess is provided once a day and students are expected to bring their own snacks. Students of Grades 3-6 are given an option on whether or not to bring snacks. Students are not allowed to share their snacks due to dietary restrictions.

Contact Us!