Secondary School

HJIS inspires its students to strive for excellence in all aspects of their development: academic, artistic, social and physical, by providing the best possible learning environment that combines a well-balanced curriculum with extra-curricular activities. HJIS also challenges its students to think critically, to explore knowledge, to question facts upon finding them, to make responsible decisions and to approach learning with enthusiasm.

The Secondary School is designed to meet the needs of early adolescents through their transition from Primary education to Secondary education. Secondary School students extend their knowledge to application and take more independent steps into learning while enjoying support from their school.

Middle School Curriculum (MYP)

The programme goal is to constantly place learning within a context, and to make explicit the relationship between the various disciplines.

The IBMYP is founded on three strong principles

  • Holistic learning
  • Communication
  • Intercultural awareness

And underpinned by the IB Learner Profile, where students strive to be

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective

Students study subjects in eight distinct areas

  • Language and Literature (English, Japanese)
  • Language Acquisition (Japanese or French)
  • Mathematics (offered at Standard and Extended levels in Grade 9 and 10)
  • Sciences (integrated sciences for Grade 6-8; Biology, Chemistry and Physics for Grade 9-10)
  • Individuals and Societies (integrated)
  • Arts (Drama, Music and Visual Art)
  • Design (Robotics, Coding, Digital Design)
  • Physical and Health Education.

In addition

  • Students in each grade level participate in Wellbeing studies as part of an advisory programme. Students in Grades 9 and 10 also complete a course of Study Skills each year.
  • Service as Action is an integral part of the MYP and students complete an Advisory Service Project each year, as well as participating in service activities on an individual basis.
  • Students in Grade 10 complete a Personal Project in their final year of MYP. This in-depth and independent research project enables them to actively showcase the skills and knowledge they have developed throughout the programme.

The MYP is designed to build upon the knowledge, skills, understandings and attitudes developed in the Primary Years Programme, and best prepares students to meet the academic challenges of the IB Diploma Programme and the IB Career-related Programme.

International Baccalaureate Diploma Programme at HJIS

IBDP ModelIB Diploma Programme is a two-year educational programme with final examinations for the students aged 16 to 19. It is a challenging and rigorous programme which prepares students for the university education and the life beyond. The programme incorporates the best elements of national systems, without being based on anyone. It aims to establish a common curriculum which is suitable for the students moving from one country to another. The programme encourages students to have international understanding, appreciate differences and become active, motivated and lifelong learners through shared academic experiences. Over 1,800 universities around the world recognise IBDP which provides students with a wide range of opportunities.


The discipline and work ethic necessary to complete the Diploma Programme require considerable commitment from students. Diploma Programme students who have performed well in examinations and have earned the IB diploma expect colleges and universities to properly recognize this achievement. This recognition comes in many forms but the most common are:

  • Recruitment—actively recruiting Diploma Programme students
  • Admission—ensuring that the IB diploma is fully recognized in the admissions process; addressing Diploma Programme students specifically in documentation and publications
  • Placement—acknowledging the rigour of IB courses and establishing prerequisites for IB courses that are fair and equitable in comparison with those for state, provincial and/or other examination courses; understanding and acknowledging the English language proficiency of international Diploma Programme students
  • Credit—providing detailed information on the courses for which credit is possible based on Diploma Programme examination scores; specifically understanding and recognizing theory of knowledge (TOK), the extended essay

The IB Diploma Programme Requirements

Below are the six academic areas;

  • Group 1 Studies in Language and Literature (English, Japanese)
  • Group 2 Language Acquisition (Japanese, English; French, Mandarin and Spanish online)
  • Group 3 Individuals and Societies (Information Technologies in a Global Society, Business Management, Environmental Systems and Societies, History; Economics, Psychology, Philosophy online)
  • Group 4 Sciences (Biology, Chemistry, Computer Science, Design and Technology, Environmental Systems and Societies, Physics)
  • Group 5 Mathematics (Mathematical Studies, Standard and Higher Level)
  • Group 6 The Arts (Visual Arts; Film online)

IB Diploma Programme students are required to select one subject from each academic area. They are required to take 3 Standard Level (SL) courses and three Higher Level (HL) course. In Group 6, schools can offer students to select an additional subject from Groups 2-5 rather than the Arts subjects. In addition to the subjects from the six academic areas, there are three core elements in the middle of the IBDP model which are Theory of Knowledge (TOK), Creativity, Action, Service (CAS) and the Extended Essay. These three core elements are concurrently taken in the two-year period. Even though they don’t have a significant weight of overall assessment, their inclusion to the programme is crucial and if they don’t complete the basic requirements of the core elements, no matter how high they score in their six subjects, they cannot get the diploma.

IBDP encourages international-mindedness and active citizenship in each academic area and it requires each teacher to be a language teacher facilitating students to improve their second language as well as their mother tongue. They are also expected to make links to TOK and CAS.

IBDP requires students to have personal motivation to succeed, willingness to improve their time management and organizational skills and sound skills in basic literacy and language. For more information, you can visit


We believe that assessment is a vital part of the teaching and learning process because it provides feedback on teacher instruction and it evaluates student learning. Teachers at Horizon Japan International School use a wide range of assessment tools; from recording anecdotal notes, while observing students, to administering standardized tests. The range of tools gives teachers flexibility to address different learning styles and to better understand students’ abilities and level of comprehension.
Primary school students are assessed primarily by internal assessments; by year three, external assessments are introduced.
Secondary school students are assessed by various internal and external assessments.


Internal Assessments: 
Internal assessments are designed, selected, and used by teachers. These assessments are based on the school’s curricula and the needs of the students. Internal assessments are used to alter and improve instructional methods and to obtain student feedback throughout the learning process. Internal assessments allow teachers to give assessments based on curriculum material learned in class. Teachers also use assessment results to report students’ progress to parents. Some examples of internal assessments teachers use for our students are periodic quizzes, reports, projects, class discussions, debates, presentations, unit tests and final exams. Teachers may also use various forms of writing assessments, such as in-class essays, formal essays, journals and creative writing entries. All secondary students sit term examinations at the end of each term. These exams include the topics that students covered in each subject from the beginning of the term. They are held to monitor students’ progress and to expose students to the Cambridge International examination conditions.

IBDP Internal assessment recognizes the professional role of the teacher and gives students a chance to show what they can do over time, not just in the pressured context of a final examination.

  • Usually counts for about 20% of the final grade in a subject.
  • External moderation of internal assessment marks by IB examiners to ensure international parity.
  • Typically includes teacher evaluation of work done in class, homework assignments, special projects, notebooks labs etc.


External Assessments: 
HJIS implements standardized external exams to evaluate and improve the effectiveness of instructional programs and to monitor the progress from primary to secondary phases. Some examples of external assessments are:

  • Cambridge Checkpoint: By the end of KS3, students sit the Cambridge Checkpoint tests in English Language Arts, Mathematics and Science. The tests cover all major areas of learning required for Middle School. The Cambridge Checkpoint tests are marked by the CIE centre. The scores from these tests provide us with an external international benchmark based on students’ performance. It also provides us with feedback on students; strengths and weaknesses in key curriculum areas.
  • Cambridge IGCSEs: HJIS students sit Cambridge IGCSE exams at the end of year ten. Assessment for the Cambridge IGCSE includes written and oral tests, coursework and practical assessment. Each learner’s performance is benchmarked using eight internationally recognised grades. It prepares students for further academics, including progression to A Level, AS Level study, [Cambridge Pre-U] and the IB Diploma Programme. The Cambridge IGCSE examinations occur twice a year, in May/June and in October/November. Results are issued in August and January.
  • Cambridge International A and AS Level Exams:: Students sit AS Level exams at the end of year 11 and for A Level exams at the end of year 12. Cambridge International AS and A Level examination sessions occur twice a year, in June and in November, with results issued in August and January. Cambridge International AS and A Levels use a wide range of assessment processes and techniques to supplement formal written examinations – oral tests, practicals, projects and coursework of differing types are all used in various subjects.
  • PSAT / SAT The Scholastic Assessment Tests (SAT) is a standardised test for college admissions in the United States. The test is intended to assess a student’s readiness for college. Students who would like to continue their university education in the U.S. need to take the SAT. HJIS guides and encourages students to take SATs in year 11.
    The Preliminary SAT (PSAT) is a standardized test that provides firsthand practice for the SAT. Students sit PSAT in year ten.
  • IBDP There is a series of written examinations at the end of the course, which may consist of two or three separately written examination “papers”. Conventional external examination techniques are chosen from a variety of options including: oral and written, long and short responses, data-based questions, essays, multiple choice questions.


In HJIS, a school counsellor guides students in preparation for post-secondary education. The guidance starts when the students enter secondary school. Counselling entails informing students and parents about possible career opportunities and establishing cooperation among teachers, parents and the students. Since the development of a student’s career plan depends on factors, such as, whether or not they wish to attend universities that require them to take exams like Scholastic Assessment Test (SAT) or American College Testing (ACT), the school counsellor gathers information from students first and then helps students to select the most appropriate courses based on their individual career plans. Guidance is extended to those who have a specific university in mind; in-depth research is carried out by the counsellor and the entrance requirements are checked and shared with these students.
Moreover, students will have the opportunity to attend career days outside of school where they can talk with representatives from different universities. HJIS will also plan career days for students at school, inviting representatives from various universities or people with different professions.

Student Council

The Horizon Japan International School Student Council is an invaluable learning activity for the students. The student council enables students to participate in making decisions about the school. The council is then a wonderful opportunity for the students to gain leadership and communication skills, a sense of responsibility and the ability to work together as a team, through increased interaction and with other students and adults. The student council also provides a model of the democratic decision-making process, where students learn how their vote counts towards the decisions made by the council.
The HJIS Student Council is made up of 4 students from the high school and representatives from each class, and meets once or twice a month to discuss and organize various events and projects. Members of the student council have to be very well-organized and enthusiastic about the work the council does within the school.
Leadership is a key word for success in today’s world. Through their actions and decisions made in the Horizon Japan International School Student Council, students develop the skills that will make them the thoughtful, empathetic and responsible leaders of tomorrow.

Graduation Requirements

Conditions for the Award of the IB Diploma

So as to receive the lB Diploma a student will have to score at least a 4 in each subject, or 24 points or more in total. The full criteria for passing the IB DP are set out below and students need to be aware that a score of 24 points will not always guarantee a pass. It is also very crucial to be punctual and organized in order to be successful. Students must attend the class regularly and complete assignments on time. It should be noted that internal assessment constitutes an average of 25% of the final grade. The IB Diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met.

  • 1. CAS requirements have not been met.
  • 2. Candidate’s total points are fewer than 24.
  • 3. An N has been given for theory of knowledge, extended essay or for a contributing subject.
  • 4. A grade E has been awarded for one or both of theory of knowledge and the extended essay.
  • 5. There is a grade 1 awarded in a subject/level.
  • 6. Grade 2 has been awarded three or more times (HL or SL).
  • 7. Grade 3 or below has been awarded four or more times (HL or SL).
  • 8. Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
  • 9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

Conditions for HJIS Diploma

If a student fulfills the graduation requirements set out by the School, they will be awarded an HJIS High School Diploma. HJIS/WASC Diploma is recognised by universities worldwide. The conditions for the award of the HJIS High School Diploma are determined by the school and are not contingent on any external examinations. Requirements for HJIS High School Diploma:

  • Participation in and successful completion of six courses during Grades 11 and 12
  • An average subject grade of 3.8 out of 7 across all six courses over the two years
  • Satisfactory participation in CAS (fewer hours than those required for IB Diploma candidates).
  • Regular attendance to the classes


Extra Curricular Activities

In the Secondary School, extracurricular activities are regarded as ongoing activities that aim at providing opportunities to improve on the areas of the students’ interests. Therefore, while these opportunities address a range of interest to the students, the number of activities is kept to a minimum so the school can provide a more specialized education. Here are some examples of what the secondary students have been offered:

After School Programmes (ASP) 
The Secondary School After School Program is designed to provide quality training in a variety of well-structured activities. The goal is to balance a challenging academic program with opportunities for self-exploration. Some of the ASPs at the Secondary Level are:

Study SkillsRoboticsSoccerGraphics Design
3D Design & PrintingBasketballVolleyballChess Club
Model United NationsProgrammingSchool BandRunning Club

Exchange Activities 
As a school that believes in the holistic development of its students, Horizon has implemented a number of extra-curricular programmes around our community. We have established exchange activities with neighbouring schools to enhance students’ development, socially and culturally. We are able to offer these types of programmes to Horizon students because we have built solid relations with the surrounding community.

Private Schools
Horizon runs exchange activities with a neighbouring private school where the members of both communities get to explore and learn about each other. The two schools have participated in:

Japanese Tea Ceremony
School Camps
Japanese Calligraphy
International Festivals
Japanese Language Classes
Japanese Flower Arrangement
English Language Classes
English Summer School

Public Schools
Horizon also runs exchange activities, with public high schools in the area. Our students have participated in the following club active activities, while enjoying a multilingual setting:



Saturday School 
A unique aspect of HJIS is our Saturday Activity Sessions, which started a few years ago when one of our teachers 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. The aim of the Saturday School programs is to offer the students additional help in building language, math and science skills. Language Programs allows children to experience other cultures and become aware of multicultural issues. Students build oral and written language skills through games, songs, and hands-on activities. Reading and writing skills are introduced age appropriate. It is also great opportunity for students to socialize with friends in other grades through enjoying various activities. It has become a tradition, currently embracing students from Kindergarten and up.
We currently have three sessions for secondary school students; Mathematics, Science and Turkish  lessons. Students enjoy extended activities as well as getting ready for the exams.

HJIS Saturday School Chart

A Typical Day

1. Period

A day in the life of a secondary student of Horizon is very productive and yet, enjoyable.

We arrive at school around 8 a.m. through the gates of the school playground. We make sure that we are sitting in our classrooms with all of our materials ready at 8:15 a.m.

We follow a special weekly schedule that remains consistent from week to week; however, the kinds of subjects we learn change, depending on the day of the week. We follow this special schedule because of the number of specialist teachers we are lucky to have at our school! We have a certain number of core curriculum and specialist subject classes allocated each week. This means that we get to learn from different teachers who are truly experts at what they teach!

Between 8:15 a.m. and our first recess at 10:30 a.m., we are learning in our classrooms for three 45 minute periods. After our 10-minute recess, we are back in class for an additional three 45-minute periods before lunch at 12:50 p.m. We return to our classes after lunch/ lunch recess at 13:30 p.m. for our last three periods of the day until 3:05 p.m.

Between 3:05 p.m. and 3:25 p.m., we remain in our homeroom classrooms for our Afternoon Meeting. During this time, we learn more about our weekly theme for Character Education—a special curriculum developed for all the students at HJIS, that helps us learn more about how we can be more kind to ourselves and to others, as well as how we can be more “Caring and Courageous” in our classrooms, our communities, and in the world around us.

Between 3:25 p.m. and 3:30 p.m., we have our first dismissal. From here, if we are not going home, we go to our “After School Programmes” aka ASPs. Our ASPs, which run between 3:30 p.m. – 4:10 p.m., is a wonderful way to get to know other teachers and students in the school and participate in an activity that we really enjoy outside of the academic setting! We learn from teachers who organize different extracurricular activities, including sports, arts, music, and languages (to name a few)! Our ASPs makes us feel like a true part of the Horizon community.

At 4:15 p.m. we leave for our homes. We deserve a nice dinner with our family after such an active day.

It is always an exciting day of learning, and we are always looking forward to what tomorrow will bring!

2. Period
3. Period
Snack & Recess
4. Period
5. Period
6. Period
Lunch & Recess
7. Period
8. Period
Character Education
After School Programmes



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