School Brochure

AOBA-JAPAN BILINGUAL PRESCHOOLENMISSION
We believe in nurturing students
who are globally-minded,compassionate, collaborative,
deeply joyful in learning,risk-taking, and able to make adifference in the world.

VISIONWe thrive to become a premier educational
institution that provides students with arigorously deﬁned and structured international education in a safe and supportive
learning environment. We support thelearning needs of young students, wel-come and respect their individual perspectives and nurture their values. We arecommitted to providing students with awide range of learning opportunities tohelp them succeed in the future.

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3

Introducing the IB Program

Cultivating an International Perspective ThroughInquiry-Based Learning + Bilingual Education

Why UsAoba-Japan Bilingual Preschool offers a unique program thatteaches our children the skills most needed for the 21st century.
The bilingual program, offered in both English and Japanese,
focuses on holistic education, Inquiry-Based Learning, andhelping each student fulﬁll their unique potentials. Our holistic
program places a special emphasis on teaching our students the
skills, values, and willingness to act in order to make a desirable
contribution to society, without being biased toward

Aoba-Japan Bilingual Preschool (A-JB) is a group

the Primary Education Programme (PYP), the Middle

school of the Aoba-Japan International School (Aoba

Years Programme (MYP), the Diploma ProgrammeGroup), which has a history of over 45 years. The Aoba

(DP), and the Career Related Programme (CP). At

Group has implemented the IB curriculum, which is

A-JB, we currently offer the PYP.

designed to help students develop international

Inquiry-Based Learning, a key component of IB,

perspectives. It is based on the IB curriculum that our

encourages students to think and act on their own

Inquiry-Based learning is taught, in a bilingual

curiosity, making it different from the traditional

environment.

knowledge-based education. Furthermore, IB

The International Baccalaureate (IB), an international

education encourages the development of interna-

educational program offered by the Internationaltional perspectives by using multiple languages. This

Baccalaureate Organization (headquartered inis based on IB's belief that communicating andGeneva), was established in 1968 as a comprehensive,

learning in more than one language cultivates

challenging curriculum that prepares students tounderstanding and respect for other cultures.

comprehend and cope with the complexities of theThrough the Primary Years Programme (PYP), A-JB

world, to equip them with the attitudes and skills tostudents will study the six subjects of language, social

act responsibly in the future, and to provide them astudies, mathematics, arts, science, and physicalqualiﬁcation to enroll to an internationally recognizededucation (physical, personality, and social develop-

university and its route. It consists of four programs:

ment) in an interdisciplinary,bilingual environment.

subject-speciﬁc knowledge. Our holistic education is designed to

The IB Learner Prof ile

nurture individuals with broad perspectives and a rich humanity
through a variety of international perspectives, community
involvement, and exposure to the arts, entertainment, and sports®

We believe that 10 images of the IB learner proﬁle will support the students to become stronger,
more sophisticated, and more developed,that can enrich life experiences. Inquiry-Based Learning is theleading to the realization of a better and more peaceful world as they grow.

opposite of the Memory-based learning that we are familiar within Japan. In Memory-based learning, the one is judged based on
how much he or she knows. However, in the 21st century, withthe overwhelming increase in the amount of information
available compared to that in the 20th century, how much one
knows is no longer important. Inquiry-Based learning is based on
the idea that it is only through the act of curiosity and in-depth

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

探究する人

知識のある人

考える人

コミュニケーションができる人

信念をもつ人exploration of events, rather than the memorization of large
amounts of knowledge, that the concepts and knowledge gained
can be applied to real world situations.

Prepare Your Child with the Ability
to Thrive in a Global Society
Holistic
education

4

Inquiry-Basedlearning

Development of
individual potentials

Open-minded

CaringRisk-takers

Balanced

Reflective

心をひらく人

思いやりの
ある人

挑戦する人

バランスの
とれた人

振り返ることができる人

Think and Act Based on One’s Own Judgment
to Breed an International Perspective�
5

INQUIRY-BASEDAPPROACH

INQU

Cit

IRY

ize

-B

A

ns

SE

M

03

SPECIAL PROGRAMSEnglish proﬁciency is essential for global citizens,with the respect to one's mother language,
culture and customs as
it is the foundation of one's self-identity.

S PEC I AL
PR OGR AMS
To support physical development andemotional enrichment, various programs areoffered to develop unlimited potentials.

We offer a variety of programs to help our students
grow both emotionally and physically, including artsand craft, music/Rhythmic, dance, physical education, and swimming. We believe that the best way todevelop a child’s potential is for them to experience
the world firsthand. If your family is a working family
and don’t have the time to take your child toafter-school lessons, you can count on us to provide
your child with the experiences that he or she needs.
By experiencing a variety of programs without theneed to travel, students are encouraged to engage
with their individual curiosity and ambition.

Cultivating the Ability to Become a Global Citizen
6

AL

01

BI LI NGUALPR OGR AM

Why Bilingual?
In the International Baccalaureate, one of therequirements for being internationally-minded is tobe able to speak multiple languages. In addition, we
believe that growing into a global citizen begins
with learning languages, cultures, and customs, all ofwhich help form the basis of one's identity. It is very
important to be able to think and express oneself in
one’s mother language in a way that is appropriate
for one's growth, and not neglecting the wonderfulaspects of Japanese culture and customs. We
believe that English language is an additional
communication tool and aim to help students
acquire the language as a global citizen.

BILINGUあAあB I L I N G UA L
LEARNERSSELF
EXPRESSION
SP

A

02

BILINGUAL PROGRAM

A

PR

O

A

H
OAC

GR

CREATIVE
THINKING

PR

Aimed to foster passionate life-long learners,
this approach allows students to gain
the sense of accomplishment throughthe process of formulating questions,
expanding ideas and sharing them with their peers.

kil

ded t o B e a Global

AP

PRI MARY YE ARS PROG RAMMES

From the six universal themes defined by theInternational Baccalaureate, teachers choose four
themes to explore during the year. We plan for more
specific learning in a way that is developmentally
appropriate and more interesting to our students.We
value children’s curiosity such as “Why?”, “How does
it work?”, and repeat the cycle of "Inquiry," "Action,"and "Reflection" with their classmates.Through thisprocess, students learn how to think deeply about
the subject that interest them, how to communicate
their thoughts and feelings effectively, how to solve
problems, how to build relationships with each other,and how to cooperate with each other.

ee
ls N

D

INQUIRY-BASED APPROACH

AO B A × IB PYP

ECIAL

CORE
SKILLS

PROGR

AM

S

あ

CREATIVE THINKINGS E LF E XP RE S S I O N

CO R E S K ILLS

Through daily activities such as creative
arts, Learning Center (science, puzzles,
and Drama play), and group work, we
actively provide opportunities for thechildren of the 21st century - who live in aworld where they need to look foranswers to their questions - to think andmake decisions for themselves. The habitof formulating questions on their own
and exploring them deeply is thefoundation for a lifelong learning.

Our curriculum provides students withmany opportunities to cultivate
self-expression skills that encouragethem to communicate their thoughts,
feelings, and works of art in both
Japanese and English. Our curriculum
also provides opportunities for students
to develop presentation and self-expression skills, both of which are key factor
skills for future global citizens.

In the early years of childhood, children
develop their intellect, mind, and motor
skills in accordance with their developmental stages. The basic skills
developed through physical education,
swimming, and music classes aretransferable and can be later applied tohelp the child think and express himself
or herself. Through exposure to the artsand sports, students will develop a richsense of humanity.

7

Develop the Child's Ability toWork Spontaneously
Theme: Sharing the Planet
and Express Themselves

I N Q UI RY- BAS E D
AP PROAC H
PR I MARY Y EAR S P R OG RAM M E

Inquiry-Based Learning - How its built...

students learned about the Earth, its beautyand discussed in class what humans must do
to protect it. Students were able to discuss

how our actions affect other living things andplaces in relation to litter and recycling.

1

Tuning in

Through picture books, videos and games,

Students made artworks showing the actions
that should be taken by human beings toprotect the earth(e.g.Reduce, reuse, recycling).

The students commented such as“Turtles would suffer if they ate thegarbage.”, “The water would be dirty,
and the ﬁsh would die.”

Students took the design drawings
and material notes home and

P R I M A RY Y E A R S P R O G R A M M E

All our campuses have adopted the International Baccalaureate(IB) Primary Years Programme (PYP), a global standard curriculum. We encourage our students to think, explore, and discuss.
learner-centered education in which children formulate theirown questions, explore, ask questions, and then use these
All campuses offer bilingual PYP in Japanese and English.

IB Program Six Transdisciplinary Themes
To cultivate a global perspective and learn from an international point of view,
based on IB Program’s Six Transdisciplinary Themes. Students will be able to experience the connections and complexities
between themselves and the world around them, without being constrained by a predetermined framework.

Who we are

Where we are in place
and time

How we express
ourselves

How the world works

How we organize
ourselves

Sharing the planet

Feeling the Power ofThinking and the Joy of Learning
8

The ultimate goal of any topic is forparticipating students to understand2

the central idea, develop their own

ideas and opinions about what theyStudents worked with their families to

Engaging in information

students will not study vertically in each subject area, but will engage in Inquiry-Based Learning3

Our choices
affect the environment.

In principle, we do not use textbooks, but instead provide aquestions as the basis for in-depth research and understanding.

everything they needed.

identify recycling symbols in theirunderstand, and be able tocommunicate them to othersin their own words.

Students took the initiative to create theirown products while carefully checking theirdesign drawings. The ﬁnished products

were highly individualistic and rich in each
student’s thoughts and feelings.

Digging deeper

I N Q U I R Y- B A S E D
A P P R OAC H

CENTRAL
IDEA

worked with their families to collectneighborhoods and considered how tocontribute to reuse and recycle.

The "Recycling Project" started when our

4students realized that they could make their own

Taking action

garbage at home. The students designed theirStudents shared their creations and thetoys using items that are usually disposed of as
own items based on what they wanted to makeand with the materials that they wanted to use.

thoughts that went into creating them with

their friends and teachers in a Show & Tell.

9

BILINGUALPROGRAMThe library, which is one of the criteria forbecoming an ofﬁcially accredited IB school,
is equipped with a wide range of selectedbooks to support students’ learning,

including picture books and illustrated
books in Japanese and English.

Library at A-JB Nakano Campus

Age-Appropriate Programs
English exposure to strengthen listening skills

For students

1-2

ASinging, playing and speaking

Higher ratio of English exposureacquisition through an immersive environ-

Daily school life / routines in English

read, and write in English from an early age,years old and above. We provide bilingual
education to ensure effective language

It is believed that 80% of the human brain is formed by the age of3 and 90% by the age of 6. At A-JB, students are exposed to both

3-5

English immersion timeyears old

English and Japanese during this critical period. In addition to

global perspectives and interest in androutines with a native English teacher. Such exposure to English isunderstanding of other cultures.

Immersion education, as the term "immersion"
implies, is the practice of teaching English throughimmersion in the language as a means of learning,rather than by treating the language as a subject.

our students develop an international perspective.

World-class language program
adopted in addition to the IB curriculum

The Meaning of Exposure to English in Early Childhood

2

Ability to interact
and speak conﬁdently
with foreign nationals

3

3

Development ofinterest in foreigncultures4

4

Abilityto learn quickly

5

the elimination of psychological barriers

nationals naturally deepens the student's

language skills and cross-cultural understanding through daily

various countries, which we hope can be the ﬁrst step in helping

2

ment. In addition to the ability to listen, speak,against foreign languages and foreignacquiring appropriate Japanese, students also acquire English

activities, students are exposed to the culture and customs ofThree Key Factors

Jolly Phonics
Synthetic phonics, a method used in schools5

Can be learned inconjunction withJapanese

Speak with Anyone, Anywhere in the World
Bilingualism with A-JB
10English is used 60% of the time for students 3

For students

language absorption skills. Through language education and1mately 50:50 for students 1-2 years old.

Learning English alongside Japanese

crucial, especially during their early years, as they have excellent

Criticial time for children toacquire English at an earlyage. Develop listening andpronunciation.

The ratio of English to Japanese is approxi-

years oldあB I L I N G UA L
PROGRAM

1

Immersion Program

Not just to learn English,
but to develop humanskills through English in daily life.

Library at A-JB
Mitaka Campus

in more than 100 countries around theworld, is a natural way to learn English

pronunciation, reading and writing throughsongs and body movements. The program
Curiosity

Comprehensible
Input

Self-motivatedOutputwas developed to stimulate children's

interests and senses in multiple ways, and tobuild an important foundation for reading
and writing English while having fun.

Language Proficiency for Life

11

SPECIAL
PROGRAMS

For 1-5 y.o.

For 2-5 y.o.

MUSIC/EURHYTHMICS

P.E. (Physical Education)

DANCE

It is believed that infants and toddlers

Students develop a variety of motor skills

Through learning dance techniques,

and rhythm, which they can learn frombeam, jumping rope, balls and more,

reﬂexology, and expression.

have a critical period of absolute pitch
specialized teachers.

such as running, jumping, mats, balance
which will lead to improved physical

SPECIAL
PROGRAMS

their unlimited potential. To encourage age-appropriate
physical development and emotional enrichment, we offer a

students can acquire a sense of rhythm,

ﬁtness and self-conﬁdence.
For 4-5 y.o.

We offer a variety of programs that help children develop

For 3-5 y.o.

For 1-5 y.o.

For 4-5 y.o.

SWIMMING

ART & CRAFTSTEAM & PROGRAMMING

Through swimming, which one can enjoy

Students learn tactile play and ﬁne motor

In addition to STEAM programs* ,which

improve their cardiopulmonary function

inspire students’ creativities.

Baccalaureate curriculum, students learn

throughout their entire life, students canand endurance.

skills, by using a variety of tools freely tois often included in the International
the fundamentals of programming.

variety of programs such as physical education, arts andcrafts, music/eurhythmics, and swimming during the regularschool hours. Students can experience a wide variety of
programs without having to travel, which encourages theirindividual curiosity and ambition.
*Programs offered vary by campus

Join Us for Emotional and Physically Stimulating Activities

Unlock Your Child'sUnlimited Potentials
with A-JB's Programs
P.E. CoachHarumi Nakahashi
Championship in women's 61kg category in
All Japan Selected Judo Weight ClassMUSIC/EURHY THMICS

P.E. (Physical Education)

DA N CESW I M M I N G

A R T & CR A F T

Lessons Are Conductedby Professional Instructors
12

S TE A M &PROGR AMMING

Phys ica l
E d u ca tion
D irector(1996), silver medalist in World Student JudoChampionship (1994), training partner of
Ryoko Tani (Olympic gold medalist at Athens
2004). After working as a team coach for
Kaoru Matsumoto (gold medalist at the 2012
London Olympics, bronze medalist at the
Rio Olympics), Nakahashi is currently thephysical education director at Aoba-Japan
Bilingual Preschool.
*STEAM refers to Science, Technology, Engineering, Art,
and Math.

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Lunch & Snack

Nutritionally balanced meals & snacks
Experience and enjoy the taste of ingredientsas they are

Outdoor Play
Outdoor time is held every day
when the weather permits.

GR

AM

SAFE ENVIRONMENT

DAILY

OG

RA

M

LIFE

Reflection Time
Students reﬂect upon the day
and get ready to go homeOL

We provide domestically produced lunch

PR

AFTER SC HO

SAMP L E S C HE D ULE
14OPROGRAM

PR

Nurture physical and mental health,greetings, courtesy, and compassion
through proper lifestyle habits.

A day at A-JB

and snacks that emphasize the taste of theingredients. All our school buses areequipped with a GPS system, which allows
parents to monitor the operation status inreal time. For security reasons, the entrance

School Bus

is locked with a security system that prevents
outsiders from entering the campus.

School bus transportation is available
for the students commuting
to the school from afar.

Alternating English and Japanese in the Classroom
by Day or Between Mornings and Afternoons
K2 (For students 2 y.o.)Language ratio:50% English and 50% Japanese

Ja

TUE

WED

THU

FRI

8:30

Learning Center
Morning Circle Time

Learning Center
Morning Circle Time

Learning Center
Morning Circle Time

Learning Center
Morning Circle Time

Rhythmic Time

9:30

Snack Time

Snack Time

Snack Time

Snack Time

Snack Time

Outdoor Activity

Outdoor Activity

Outdoor Activity

Outdoor Activity

Outdoor Activity

10:00

K5 (For students 5 y.o.)Language ratio:Over 60% in English

En

MON

8:45

Lunch
Nap Time

Lunch
Nap Time

Lunch
Nap Time

Lunch
Nap Time

Lunch
Nap Time

11:45

12:45
13:40
14:20

Ja

En

MON

TUE

WED

THU

FRI

Learning Center
Morning Circle Time

Learning Center
Morning Circle Time

Learning Center
Morning Circle Time

Learning Center
Morning Circle Time

Learning Center
Morning Circle TimePYP Inquiry (UOI)

PYP Inquiry (UOI)

PYP Inquiry (UOI)

PYP Inquiry (UOI)

Swimming

Outdoor Activity

Outdoor Activity

Outdoor Activity

Outdoor Activity

Swimming

Lunch

Lunch

Lunch

Lunch

Lunch

Music

Dance

PYP Inquiry (UOI)

Reading and Writing

Arts&Crafts

Dismissal

Dismissal

9:30

11:00

11:00

School EventsPYP Inquiry (UOI)

P.E./ Rhythmic

Activity

P.E.

Music

Activity

Activity

13:45

Reading and Writing

Show&Tell

Dismissal

Dismissal

Dismissal

Dismissal

Dismissal

14:35

Dismissal

Dismissal

Dismissal

Events to experience both foreign
and Japanese cultures
We offer a variety of events that allow

students to enjoy their school life, and forparents to be a part of their children’s
growth.

*Schedules vary by campus

15

PARENTINTERVIEWS

Parents shared their valuable experiences with us,
including reasons for enrolling their children in A-JB,

Our son found more and more love in English as his confidence grew.
He has learned to communicate his own thoughts to others.

their children's progress and changes after joining us,

VOICE
and advice for parents who are considering enrolling
their children in A-JB and A-JIS.

roles and practiced a lot and I was impressed to see his growthwhen standing on the stage.

I was able to see their proactive way of creating one idea after anotherthat adults would never have thought of.
I was drawn to AOBA’s style of education as it allows children to
ask questions themselves, questions and explore freely, rather
than cramming and so-called paper based learning, I felt that anenvironment where children can naturally learn social andemotional skills, in a free space without adults telling them what
to do, is ideal for children in their early years when it is importantto play to the fullest. I felt that the teachers do not interfere withthe children, but rather watch over them and keep a reasonabledistance which is in line with our thoughts as parents. We also
have very good memories of the special events such as Book Day
and the Winter Concert.
When we went to pick up our child every day, he was so happy
dancing and did not want to leave or go home. Wheneversomething fun or new happened at home he would say “I'll tell
the teacher tomorrow!” and look forward to going to school.
With a twinkle in his eye he would talk about giving the acorns
and pinecones he found at the park to his friends and I realizedthat his kindness and emotions were growing. I also realized thatmy son, who used to be shy and withdrawn, was able to speakand express his feelings and thoughts during his time at A-JB.
He has become an active child who enjoys communicating withmany teachers and classmates and looking back I feel that thiswas a great beneﬁt for him.
At A-JB, instead of an adult-initiated education, children play
the leading role in everyday life, interacting with mysterious
things while communicating with friends and learning societyrules. It is up to the children to decide what kind of process andresults they want to achieve.
“The world is up to us to make it fun, bright, and any way wewant it to be!” I strongly believe that they are receiving thisimportant message from daily school life. Also,as parents "Theworld can be fun and bright depending on ourselves!
I would like to recommend A-JB to those who want to share withchildren fundamental things in their early childhood such as"What does it mean to live a quality life?" and "What areimportant values in one's life?"

Yuz u k i Ko j i m a
Currently enrolled in A-JB K3(enrolled in K2)

Maoi Hasegawa
Currently enrolled in A-JB K5(enrolled in K2)

I wanted to expose my son to English from an early age, so heﬁrst attended ALA Saturday School. Although the program wasdifferent from the regular daycare program, my son enjoyedattending the school, and so I decided to enroll him in K2 as I wasinterested in A-JB’s inquiry based learning program.
Every year the students have a Winter Concert and in K5 thechildren create their own stories, have discussions about theroles they will play and what lines they will say. By making theirown decisions the children felt a sense of responsibility for their

It is impressive to see our daughter
having fun to grow and gain understanding
through the inquiry themes of IB.
I believe that the IB (International Baccalaureate) program offers
effective tools to survive in this unanswerable 21st century.
However, if you are looking for a full-ﬂedged IB program, it is still
limited to international schools. I was concerned about whether
my child, born as a Japanese child, would be able to form aJapanese identity and whether she would lose her roots.
However, at A-JB Japanese and English are taught at about thesame frequency, and both Japanese and foreign cultures areactively incorporated into the events. I admired the goodbalance between Japanese and foreign cultures and decided toenroll.
I have two fond memories of A-JB.
The ﬁrst is that many of the teachers have other specialties otherthan being "teachers”. such as yoga teachers, artists, nurses, etc.
I was in awe one day when my daughter came home having
learned essential things such as how to express her drawings andalso how to use her muscles.
The second was the way my daughter grew through the theme of
exploration that she undertook every three or four months. In thetheme "Where we are in place and time”, she enjoyedexchanging letters with students from distant campuses andwondered how the world was connected. In the theme "How theworld works" children learnt the importance of water when one
day, after their morning walk outside, the water had stopped
running at the school. (in fact, the teacher had turned off the tap).
Both are good memories unique to A-JB.

16

The small number of students at the Shibaura campus allowed
teachers to give students comprefensive attentions and care.
Each student's individual thoughts and feelings were respectedwhich encouraged them to be mentally fulﬁlled, conﬁdent andambitious. My son was not conﬁdent with English and was waryat ﬁrst but they taught him at his own pace and as his vocabularyincreased he became more enthusiastic to continue learning
English. On the physical side, in addition to the daily outdoor
play at the park, swimming, P.E., and karate were taught byprofessional instructors. My son was able to improve his athletic
ability through these activities while still being based on theInternational Baccalaureate (IB) curriculum. PYP is taught in abilingual environment and learning is based on the International
Baccalaureate (IB) curriculum, with "all-round education" and"inquiry-based learning" as the pillars. The school also offers
events that are linked to learning, such as outings to thesuburbs, and sometimes pajama parties for children. The
program is designed to help students learn and reﬂect throughexperience, rather than just sitting at a desk. I believe that thechildren acquired not only presentation skills but also the ability
to speak up and express their own thoughts through activities
such as show and tell and gain wisdom by listening to myfriends' stories and understanding diversity. I believe that myson was able to spend his precious childhood in this way, andthat it has given him a foundation for life and I am very gratefulto the teachers.

Riku Setsuda
Currently enrolled in A-JB K4(enrolled in K3)

If you are looking for an inquiry-based education or if you want
to improve your child's English listening skills in their earlychildhood, if you are hesitant about an English-onlyinternational school, please visit A-JB and see for yourself.
I recommend that you take a tour of A-JB and not only see thewebsite or attend the school's information sessions, but talk to
the teachers to learn about the school. I believe that by visiting
A-JB, you will be able to see that the school's philosophy andeducational policy are properly incorporated and put into
practice.

*The information is current as of the time of the March 2023 interview.

17PARENTINTERVIEWS

It became natural for our daughter to accept different opinions
and respect others.

A-JB has both the educational level of a private preschool
and the softness of a nursery school

When my child turned one year old, I was thinking about
returning to work and also thinking about the environment inwhich my child would spend his/her precious childhood.

life was a very good experience and she enjoyed listening to her
friends' presentations, discovering new things, and sharing what
she wanted to say.

Honestly, when Ryutaro chose a kindergarten, we did hesitate.

I came across A-JB and the deciding factors in my decision toenroll were that it was a "bilingual school" where my child could
be exposed to both Japanese and English, and that it
incorporated "inquiry based learning”. The opportunity to be
exposed to English on a daily basis from K1, when students arelearning more and more words, is of course an important factor
in learning English. I felt that the school environment, with both
Japanese and English homeroom teachers, was favorable to thestudents because it allows them to think without creating
language barriers. The "inquiry-based learning ”was new andinteresting to me as I grew up with the so-called Japanese
education (memory-based learning). The A-JB IB-based
curriculum allows children to explore and enjoy what they areinterested in at an early age, when their curiosity is high and they
can absorb a lot of information.
I decided to enroll my children in A-JB in the hope that theywould learn the joy of exploring their interests.
The school organizes a variety of events, each of which is a goodmemory.

My eldest daughter has now graduated from A-JB and is
attending a Japanese public school. However, since she enjoyedlearning English at an early age, her interest in English has notwaned and she continues to take online lessons and take theEiken test as one of her favorite subjects. The K4 and K5 PYP
curriculum provides students with the opportunity to identify
issues within major themes and encourages students to use avariety of tools to do research and actually try them out. They
also had a lot of experience in exchanging opinions with theirfriends, accepting different opinions and bringing them
together as one. She was originally a shy child, however she wasable to make the most of her experience at A-JB and even after
entering elementary school, she continued to write and present
her own opinions in class without hesitation. I did not notice thiswhen she was still in school, but after listening to her talk about
her relationships with her friends, I realized that she is very
happy with herself and her friends. I feel that it is natural for her
to have different opinions and respect differences. I am happy
to see that this is something she has gained from her experiencein PYP activities. We have been with A-JB for about 6 years andour children have never said that they do not want to go toschool. A-JB is a place where children are given many
opportunities to "play and learn together." We believe that any
child can have a fun and fulﬁlling day at this school.

private preschool and the softness of a nursery school.

I remember the Show and Tell from K3 as a good memory forboth parents and children. At ﬁrst, my child was reluctant to givea presentation because she could not get used to it, but by
graduation she loved doing Show and TellI and learned newthings by listening to other friends' presentations. I think A-JB

Private kindergartens are too strict, and nursery schools are

too loose, which are not what we want. A-JB provides us with aperfect solution. A-JB has both the educational level of aSecondly, A-JB is a bilingual preschool. Exposure to English inearly childhood is very helpful for children's language
learning.

Eiji Kunishio
Currently enrolled in A-JB K4(enrolled in K1)

A-JB graduate(enrolled in K1)
Currently G1 in a public
elementary schoolfrom in A-JB's EC time, which not only allows children toexperience different courses, but also reduces the burden ofparents.

What impresses me the most may be the educational content
of PYP. The educational content of PYP helps children open awindow to the world, allowing them to learn about different

countries, different cultures, and different lives. Ryutaro and
Kanako also often took home some of their crafts, whichshowed their understanding of the learning at school.

I think PYP's study will help to the formation of their futureworld outlook.

Ryutaro has been studying at A-JIS for 7 months, and he has
fully adapted to the life of an elementary school.

In terms of learning, his spoken and written English has also
made great leaps. At the same time, A-JIS attaches great

importance to the study of Japanese. In P.E. classes, there area variety of sports, and now Ryutaro has experienced

gymnastics, football, baseball, swimming, and rope skipping,etc.

The campus life of A-JIS is very exciting, and some activities
are often held, and Ryutaro also enjoys participating in it.

Ryutaro Ono
Lisa Kunishio

Thirdly, there are a variety of After school programs to choose

A-JB graduate(enrolled in K3)
Currently enrolled in
A-JIS G1

Kanako Ono
Currently enrolled in
A-JB K3(enrolled in K2)

In fact, the reason why we choose A-JIS to study is very

simple. It is because Ryutaro said that he likes A-JB, and he isvery happy every day in A-JB. If learning is difﬁcult, it is betterto help children choose a way to learn in happiness.

Rei LangleyCurrently enrolled in A-JB K3(enrolled in K1)

Very pleased with the balanced
ability of English and Japanese
We chose A-JB because we wanted a bilingual learning
environment to match our bilingual family.

Having two teachers, one specializing in English and one

specializing in Japanese, really creates a great environmentfor Rei, and also for us parents who want to communicate
well with the teachers.

Watching Rei enthusiastically dance and sing together withhis classmates during the performances is always a joy to see.
Our message to parents considering A-JB is that we are very
pleased with Rei’s balanced ability of English and Japanese.

18*The information is current as of the time of the March 2023 interview.

19

AOBA BRIDGEPROGRAM

100% English environment
Nurture the qualities of a global citizen.

Main childcare hours are conducted in an 100%

English environment. Thinking in English, Speaking

in English. The environment is designed to cultivate
the ability to think, speak and express oneself inEnglish.

Students will work on developingNew

the four skills of reading, writing,listening and speaking in

The program was created for those families and children who wish

preparation for entering aninternational school.

to continue their international education after graduating from A-JB.

Special Programs

We provide childcare and education in 100% English environment

development and nurtures an emotionallylistening and speaking skills but also reading and writing skills.

rich mind.

The program helps to develop students' thinking skills (Creative
Thinking), expressive skills (Self Expression) , social and emotional
well being (social skills and emotional development).
Students acquire the ability to play an active role in the global
society in various ﬁelds and cultivate the qualities of a global citizen.

Aoba Bridge Program（ABP）-Nakano-Musashi International Course（MIC）*Only Nakano Campus and Mitaka Campus have introduced this course.

Strengthening the four fundamental skills
Core ProgramCore Program

International Baccalaureate (IB)

Early Years Foundation Stage（EYFS）

The IB is a world-standard program established in

Educational Standards for Compulsory Pre-Schoolages 3-12.

English-language preschool curriculum that

1968.ABP offers the Primary Years Program (PYP) for
ABP is an inquiry-based learning program in a 100%

Listening

Speaking

Reading

Writing

Bridging the Continuumof International Education
20

English language environment.
Implemented Campus

NakanoFrom September 2023

Children in the United Kingdom.100%

combines play-based and academic courses.MIC is
designed to prepare students for entry into MIST.
Implemented Campus

MitakaFrom September 2023

Special Program | Extended Childcare (with bilingual class students) | Certiﬁcate of meeting the Guidance

Two types ofinternational standards

AOBA BRIDGEPROGRAM

Promotes age-appropriate growth andand enhance the “four fundamental skills” including not only

and Supervision Standards for Unlicensed Childcare Facilities issued by the Tokyo Metropolitan Government21

No traveling stress for afterschool activities!

After School
Programs
An optional program offered during extendedcare hours for children 3 years old and up. We
offer a wide variety of programs taught byprofessional instructors.
The children do not have to deal with thestress of traveling to and from school andparents also have less burden of picking up
and dropping off their children.
The program has been well received byparents as a way for them to spend theirweekends in a relaxed atmosphere.

Special Lessons Conductedby Professional Instructors
During the Extended Childcare

Programming

Poweredby STEMON

Gymnastics (Little Athlete Club)STEMON

ARC

Familiarizing children with STEAM

Students develop a variety of motor skills

programming materials are used to foster

beam, jumping rope, balls and more,develops their curiosity. Blocks andan interest in numbers and shapes.

You will be showered with English on Saturdays!

ALA Saturday
Program

An interactive learning style,Learning English through action!

AOBA Action Learning Academy (ALA) is acompletely new style of an English learning
program offering 40 lessons a year on
Saturdays at each Aoba Group campus, wherestudents enjoy learning English through action.
Unlike cram schools, using mainly textbooks
and pens, this program uses interactive
displays and involves both mind and body
movement, making it the most efﬁcient andenjoyable way to acquire conversation skills in
English and an international mindset.

such as running, jumping, mats, balance

AOBA original teaching materials and”Scholastic" teaching materials

which will lead to improved physical

AOBA's original teaching materials developedby the ALA teacher for children who studyﬁtness and self-conﬁdence.

English once a week.

In addition, we use a wide range of materials

from Scholastic, the world's largest publishingcompany of English language books for children.
We also use digital devices to provide children
with materials that make learning English fun.

5 courses based on age and English level
KarateBasic Exam Class for
Elementary School Entry

BalletKyokushinkaikan

KogumakaiballetStudents learn karate as a form of

A basic exam class for elementary school

In addition to physical exercise, theand perseverance.

natural understanding, and developing

perspectives, and the ability to express

self-defense, also developing courtesy

entry, focusing on children to reach ainspiration and thinking skills.

Level: BeginnerAge: 2-3 year olds

LK

Interactive English
Nursery
Level: BeginnerAge: 3-4 year olds

IEN

Interactive English
Level 1

IE1

Level: Beginner to ElementaryAge: 4 year olds and above

Interactive English
Level 2

IE2

Level: Elementary to Intermediate
Age: up to Grade 3

Interactive English
Level 3IE3Level: Upper-intermediate
Age: up to Grade 3

program fosters etiquette, artistic
oneself.

*Programs above are just examples. Please note that programs offered vary by campus.

22

LittleKinderFor A-JB and non A-JB students, and graduates*Ages are as of April 2nd of the school year.
*Programs may differ from each campus.

Please visit our website
for ALA inquiries

https://aoba-bilingual.jp/ala/23

Mommy & Me

Parents and children learning English together!

Take advantage of the holidays and experience inquiry-based learning!

For 1 - 2 year olds!
Parent-child trial programin a 100% English environment.

Experience school life
in a 100% English environment!
1 - 2 week short-term programs
open to outside students

Time

Activity

9:00 -9:05

Morning greetings

9:05 -9:20

Morning circle time

9:20 -9:40

Activity

9:40 -9:45

Closing circle time
*Schedules vary by campus

The Seasonal Program is a short 1 - 2 week
program held during the summer, winter, andspring breaks for both internal students andstudents from other schools.
Themes are based on the IB Primary Years
Program (PYP), and students experience A-JB's
inquiry-based learning and a variety ofactivities all in a 100% English environment.

Sample Schedule

Sample Schedule

Regular parent-child trial program for children
aged 1 to 2 years old. Children can participate
with their mothers and fathers with peace ofmind.
We provide a variety of fun exploratory
activities to stimulate children's interests andcuriosity in a 100% English environment.

Seasonal
Program

Time

Activity

8:10 -9:00

Learning centers

9:00 -10:30

Park time&Snack Time

10:30 -11:00

Opening circle time

11:00 -12:00

Learning experience 1

12:00 -13:00

Lunch time

13:00 -13:45

Learning experience 2

13:45 -14:00

Review of the day, show and tells

14:00 -15:00

Snack time&Learning Center

15:00 -15:45

Learning experience 3

16:00

End of the Day & Pick up*Schedules vary by campus

Challenge yourself with English
in your daily life
During the Seasonal Program, you will be in a 100% English
environment.
The basic concept of the Seasonal Program is to learn English
in a fun environment. It is an enriching time for students tochallenge themselves in all aspects of their daily lives.

45 minutes of fun andexcitement for all ﬁve senses!
Starting with morning circle time, we will sing, dance, playgames, do crafts, and move around with lots of physical activity.
This is a short program of 10 sessions* in a 100% English
environment that will help children develop an interest in
English.

For non A-JB students*Contents may differ from each campus.

24

Please visit our website
for Mommy&Me inquiries

https://aoba-bilingual.jp/mommy-me/

SUMMER PROGRAM

WINTER PROGRAMSPRING PROGRAM

Usually held in mid-August.

Usually held in late December.

Usually held in late March.

Season al P rogramFor both A-JB and non A-JB students*Programs may differ from each campus.

Please visit our website
for Seasonal Program inquiries

https://aoba-bilingual.jp/seasonalprogram/25

Together with parents and teachers,
we cultivate our children’s potential
and future possibilities.
At Aoba-Japan Bilingual Preschool(A-JB), we prioritize providing children with essential
experiences for success in the 21st century. Our International Baccalaureate (IB) program
develops your child's mind and independence, preparing them for the challenges of a
rapidly changing world.
We offer a bilingual environment in Japanese and English, promoting inquiry-basedlearning and a comprehensive education. We aim to nurture your child's ability to actively
participate in a global society with an international perspective. With the IB program, we
equip your child with the skills and knowledge to thrive in a complex, interconnected world.
Also our educators are committed to providing your child with the best learning experience.
They are knowledgeable, skilled, caring, and compassionate individuals who prioritize yourchild's well-being. They work tirelessly to create a warm atmosphere that ignites a love oflearning and encourages exploration of interests and passions.
Join us at A-JB and give your child a world-class education and the support they need tosucceed.

President,
Aoba-Japan Bilingual Preschool

Iwao Shibata
MSc in Engineering from Kyoto
University, MSc from London School of
Economics, and MBA from Kellogg
Graduate School of Management.
Representative Director and Presidentof Aoba-BBT, Inc. and K.K. Aoba
International Educational Systems.

AOBA group

A-JIS
HIKARIGAOKA

UENO

A-JB
WASEDASHINJUKU

A-JB
NAKANOTOKYOSHIBUYA

A-JB
YOGA

SUMMERHILL

A-JIS
MEGUROA-JB
HARUMIA-JBSHIBAURA

A-JB
SHIMOMEGUROSHINAGAWA※1 International Baccalaureate World School

26

A-JIS
BUNKYOIKEBUKURO

https://www.ibo.org/become-an-ib-school/

AOBA-JAPAN INTERNATIONAL SCHOOL
Meguro Campus

Hikarigaoka Campus

Bunkyo Campus

Preschool

Preschool / Elementary School /Middle School

High School

2-11-5 Aobadai, Meguro-ku,
Tokyo 153-0042, Japan
TEL: 03-4520-2313

7-5-1 Hikarigaoka, Nerima-ku,
Tokyo 179-0072, Japan
TEL: 03-4578-8832

6-18-23 Honkomagome Bunkyo-ku,
Tokyo 113-0021, Japan
TEL: 03-4560-3422

https://www.
japaninternationalschool.com/

At AOBA Group, which introduces the International
Baccalaureate (IB), students can receive an integrated
IB education up to the age of entering university.

MIST

Born in Australia. After graduating with a degree
in elementary education, he spent 20 years as aprincipal in seven schools across Australia.
During the doctoral program, he studied teacher
development and the relationship between
teachers and leadership, among other things. He
has authored six books and numerous articles. In
recognition of his contributions, he was awarded
a fellowship from the Australian Council of
Educational Leaders. In December 2019, he wasnamed one of the Top 100 Leaders in Educationby the Global Forum for Education and Learning.
In August 2023, he became Principal of
Aoba-Japan International School.

Aoba-Japan International School (A-JIS) was
founded in 1976 in Aobadai, Meguro-ku, as aco-educational, non-religious international
school. Currently, about 450 students from morethan 40 countries and regions are studying
together on Aoba's three campuses, Aobadai,
Meguro-ku (ages 1.5-6 | K2-K5), Hikarigaoka,
Nerima-ku (ages 3-15 | K3-K5, G1-G9), andHonkomagome, Bunkyo-ku (ages 15-18 |G10-G12). In addition to Japanese cultural
education, in 2016 A-JIS received fullaccreditation as an International Baccalaureate(IB) PYP (preschool/elementary school), MYP(middle school), and DP (high school), becoming
the fifth integrated school in Japan to become amember of the IB World Schools. Our graduates
have gone on to attend universities around theworld, including many in Japan.

SUMMERHILL
INTERNATIONALSCHOOL

MUSASHIINTERNATIONALSCHOOL TOKYO

An international school with a history of more than 50 years in the
Azabu area of Minato-ku, Tokyo. Summerhill International School
has been a pioneer in English-language global education forchildren aged 1 to 6. Based on its educational philosophy of"Play-based Learning," the school offers a well-balanced curriculumthat includes English and other language education and culturalexperiences, as well as intellectual, physical, and emotional
education in an international, yet a warm at-home environment withstudents from more than 20 different nationalities. We aim tonurture well-balanced human resources with a global mindset.

Musashi International School Tokyo (MIST) was founded in 2002 in
Mitaka, Tokyo, one of only four schools in Japan registered with
Cambridge International from elementary through high school. The
preschool curriculum for ages 3-5 is based on the Early Years
Foundation Stage, and in 100% English language with a combination of play-based and academic curriculum.
We are committed to providing a high quality international
education at a reasonable tuition rate and developing students into
motivated, lifelong learners.

https://summerhill.jp

https://mist.school

INTERNATIONAL SCHOOL

We, the Aoba-Japan International School Group, are passionate about educating our students tobecome active global citizens and self-motivated individuals. Today, with the spread of theInternet and IOT, we are entering an era in which we can connect with the world from anywhere.
Such a society will increasingly demand communication skills, including English, as well as a senseof internationalism and empathy that embraces diversity, the ability to think logically, andleadership skills. We believe that it is important for children to acquire these skills in a natural way
over a prolonged period of time, from the age of 1 to 18. For this reason, we have introduced theInternational Baccalaureate curriculum, one of the world's standards in education, to all of ourcampuses, and provide it in a bilingual environment (Japanese and English). On the other hand, as
an educational institution that takes care of our valuable students, we operate our school withsafety and security as our top priority in all aspects of childcare, intellectual education, dietaryeducation, and physical education so that parents can leave their children in our care knowing thatthey are safe with us. 20 years from now, your child will be the star of the future that we are raising
him or her to be. We will continue to develop and improve the quality of our education by always
looking 20 years ahead and considering what will be needed in society 20 years from now.

A-JB
MITAKADr. Jake Madden

Message

The ability to create a prosperous life
in a global society

AOBA group (managed by K.K. Aoba
International Educational Systems) has a total of
12 international schools and bilingual preschoolsin Tokyo. Of those 9 schools are ofﬁciallyaccredited by the International Baccalaureate(IB)*, proudly the largest number in Japan.
AOBA group is accredited by the International
Baccalaureate (IB) to offer PYP, MYP, and DP. We
also offer an integrated IB education, startingfrom the age of one, including an unlicensed
childcare facility, up to the age of entering
university. In addition, Aoba-Japan International
School (A-JIS) is accredited by CIS*, allowing
students to go on to not only universities
overseas but also universities in Japan.

Principal,
Aoba-Japan International School※2 https://www.cois.org

27

Our Accredited Schools with the International Baccalaureate Primary Years Programme (PYP)

Harumi Campus

Shibaura Campus

Waseda Campus

Address: Harumi Triton Square 2F,

Address: CANAL GATE SHIBAURA 1F,

Address: Chiyoda Bldg. 2,

1-8-2 Harumi, Chuo-ku,

4-12-38, Shibaura, Minato-ku,

1-14-8 Takadanobaba, Shinjuku-ku,

Tokyo 104-0053, JapanTokyo 108-0023, JapanTokyo 169-0075, Japan

TEL: 03-6228-1811

TEL: 03-6809-5664

TEL: 03-6385-2818

For students aged 1-5

For students aged 3-5

For students aged 1-5

School Hours: 7:30-19:30

School Hours: 8:00-18:30

School Hours: 8:00-18:00*Will be merged into A-JB Harumi on April 1st, 2025

Mitaka Campus

Nakano Campus

Shimomeguro Campus

Address: 4-15-41 Shimorenjaku,

Address: Imas Nakano Minamidai 2F

Address: 5-29-6 Shimomeguro,

Mitaka-shi, Tokyo 181-0013, Japan(CRYSTAL COURT 88), 3-6-17 Minamidai,

Meguro-ku, Tokyo 153-0064, Japan

TEL: 0422-29-8977

Nakano-ku, Tokyo 164-0014, Japan

TEL: 03-5734-1640

For students aged 1-5

TEL: 03-6380-3218

For students aged 2-5

School Hours: 7:30-18:30

For students aged 1-5

School Hours: 8:10-18:30

School Hours: 8:10-18:00

Our Candidate School with the IB PYP

Yoga CampusInternational Baccalaureate® (IB)Primary Years Programme (PYP) Candidate School

Address: COLLINE Baji Koen Building
A-3F,

Aoba-Japan Bilingual Preschool Yoga Campus is a candidate school* for the PYP. This school is pursuing

2-4-18, Kamiyoga, Setagaya-ku,

authorization as an IB World School. IB World Schools share a common philosophy- a commitment toTokyo 158-0098, Japan
TEL: 03-6413-6150
For students aged 1-5
School Hours: 8:10-18:30

high-quality, challenging, international education- that we believe is important for our students. * Only
schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years
Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related
Programme (CP). Candidate status gives no guarantee that authorization will be granted. For fur ther
information about the IB and its programmes visit http://www.ibo.org

Aoba Group
Aoba-Japan International School (A-JIS)

Summerhill International School

Accredited by the International Baccalaureate(PYP, MYP, DP) / CIS, NEASC
Age range: 1.5 years old to 3rd year of high school

Accredited by the International
Baccalaureate (PYP)
Age range: 1.5 to 6 years old

Musashi International School Tokyo (MIST)
Accredited by Cambridge International
Age range: 2 years old to 3rd year of high schoolAfﬁliated Organization
COUNCIL OF
INTERNATIONAL SCHOOLTokyo Association ofInternational Preschools

Aoba-Japan International School (A-JIS) is
accredited by CIS.

AOBA Group schools are registeredmembers of TaiP.

Managed by: K.K. Aoba International Educational Systems

School hours include extended childcare hours. Please contact each campus for further details.

https://aoba-bilingual.jp/en/