K. International School Tokyo

K. International School Tokyo was founded in 1997 as a private, co-educational, non-denominational day school serving the international community of Tokyo from pre-kindergarten to Grade 12. In July 2000, KIST attained recognition as an educational corporation (gakoo hoojin) from the Tokyo Metropolitan Government and has grown to a population of around 660 students.

KIST is fully accredited by the Council of International Schools (CIS) and delivers its educational program through the International Baccalaureate (IB) which provides independent international curriculum frameworks: the Diploma Programme (DP) is a widely recognized international high school curriculum used for entrance to universities around the world; the Middle Years Programme (MYP) for Grades 6-10; and the Primary Years Programme (PYP) for students aged 3 to 11.

Our original vision for the establishment of KIST was to provide a quality, holistic international education for children from diverse backgrounds and abilities to study together in a safe and secure environment without prejudice or injustice. Over the years, however, we have come to the realization that simply providing a safe environment for students from various backgrounds is not enough.

As the founders of KIST, we are often asked why we decided to start an international school. Looking back, the first time it occurred to us was when we heard a young boy from Africa, crying from distress at being teased. It broke our hearts to hear his words: “Why is the color of my skin different? Why aren’t I Japanese?” It was from these beginnings that the seeds of thought began to form in our minds.

Applications for admission to KIST will be considered for all children regardless of race, national or ethnic origin, religion, gender or socio-economic background. As KIST does not employ a learning needs specialist, we are unable to accept applications for students with special needs. Applications from children with physical disabilities will be considered on a case-by-case basis according to the specific needs and whether or not the school environment can cater for such needs.

As part of our commitment to maintaining a truly international student body, applications are accepted from students of all nationalities. Approximately 650 students representing around 45 nationalities currently attend KIST including approximately 20% American/Australasian/British/Canadian, 8% African/European/Middle Eastern/South American, 18% Indian/Pakistani/Bangladeshi, 29% Japanese and 25% other Asian. A very high percentage of students have dual nationality.

With regards to our curricular programming, upon evaluating various curricula from around the world, KIST chose to adopt the world-renowned International Baccalaureate’s Primary Years Programme (K1 to Grade 5), Middle Years Programme (Grades 6 to 10) and Diploma Programme (Grades 11 and 12) as the most appropriate curriculum frameworks for our school.

These IB programs focus on the total growth of the child, affecting hearts, as well as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare. KIST believes that the inquiry-based approach to education provides students with the opportunity to take responsibility for their own learning.

KIST recognizes that all teachers are language teachers and that language must be taught across the curriculum, not only in designated language activities. It is also recognized that each student is an individual with an individual learning style and individual needs. With regards to English proficiency, teachers tailor classroom activities to allow students to develop to their full potential. In addition to such differentiation, English language support is provided to students identified in need for such assistance.

Before starting classes at KIST, students are pre-assessed by an English language support instructor or a relevant classroom/subject teacher using a standardized English language assessment, which is divided into the areas of reading, writing, listening and speaking. The results of the assessment are used as the first indication of which level of support will be required from the classroom teacher and the instructor. While receiving English language support, student progress is assessed continuously through standardized reading level benchmarking, student work samples, participation in class discussions and observations. Progress related to English language support is reported in a supplementary report sent home with each semester report.

The school cafe, Cafe Tomato, provides an optional lunch service for students at all levels. All meals are prepared on site daily by professional chefs using organic or near-organic produce as far as possible. The menu changes every two or three months depending on the term and is well balanced with a different type of main meal each day of the week. These include beef, pork, vegetarian, chicken and seafood. Side dishes such as salad, rice, fresh fruit, soup and bread are also provided depending on the type of meal. Drinks are not included; however, filtered water is available at all levels. The cafe is unable to cater for children with allergies or special dietary requirements.

In order to promote diversity, we strive to maintain a balance of nationalities at each grade level (from Grade 1 and above) as well as in individual classes. We also strive to maintain a balance of English language abilities between students at each level. We seek to ensure that the balance of nationalities and language groups is diverse while at the same time does not compromise the position of English as the language of instruction. Gender balance is also a consideration in all classes. Various other factors are also taken into consideration when reviewing applications for admission!