User:Makuhari/sandbox

  MAKUHARI INTERNATIONAL SCHOOL 

Makuhari International School is a newly opened K-6 international school in Chiba Prefecture, JAPAN. It opened it's doors to 150 boys and girls in 2009 and caters to Japanese Returnee, Dual Nationality and Foreign children. This is a government-run international school, actively supported by Chiba Government and the first and only international school in Japan with 'Article One' status. This means that students here may transfer easily into the Japanese education system at any time, or move on to other international schools of their choice after graduation. Currently in it's third year of operation; enrollment is now close to 300 children from about 20 nationalities. It basically follows the Japanese Curriculum taught in English (except for Japanese Language and Culture subjects), and adding content and objectives from other curricula mainly from the UK.

Mission Statement
Our Mission Statement at Makuhari International School encapsulates what we firmly believe in as a staff. Our mission is to be the school of choice for all internationally-minded children, providing a quality educational experience through a flexible and creative curriculum which is based around the highest excellence of teaching. At Makuhari International School we believe that all children are special, with unique skills and gifts.We aim to bring out these talents in all. We seek to offer an education within a stimulating, caring, fun and secure environment, and provide all our students with the skills needed to make them global lifelong learners.

Aims & Objectives
To offer a unique and highly-creative curriculum based around the strengths of the Japanese and other curricula - all within a flexible and imaginative approach that is clearly centred on the quality of teaching we offer. To 'bring out' the unique skills that we believe all children possess. To emphasise reading, writing and mathematics throughout each year group knowing that a firm foundation is crucial to all children's development. To provide a happy, caring and secure environment where different teaching styles are routinely used to complement the various ways that children learn. To provide enriching extra curricula activities for all children to pursue. To provide the very best modern outdoor and indoor resources and facilities to guarantee that children learn and develop to the best of their individual abilities. To recruit and train the best academic staff who are committed to the same mission and aims of those at Makuhari International School. To promote a keen sense of responsibility in all our children - to each other and the society we live in. To nurture and develop children as independent thinkers, lifelong learners and internationally-minded citizens of the world.
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History of the School
In May 2006 an application was made to establish an International School in Makuhari within a 'Special Zone' - an 'Article One' status school. The only International School in Japan to enjoy this status at this time.

Part of the vision when planning the school, was to improve the living environment for foreigners residing in Chiba, as well as to establish a school for Japanese Returnee children to attend. It was also to attract more foreign investment into Chiba by providing an International School for foreign workers' children to attend.

Having 'Article One' status allows the school to use its own unique curriculum. It also makes it easier for Japanese children to move on to Japanese Junior High Schools at the end of Grade 6. (As opposed to children leaving other International Schools within Japan. Japanese Junior High schools must allow children from MIS to take entrance examinations to join their schools.)

Other International Schools within Japan without 'Article One' status have to follow the same regulations as other independent schools. Not only can this be naturally harmful to their image but it also makes it extremely difficult to have the same financial benefits that state schools (which are also under 'Article One' status) enjoy. One example is that a school with Article One status can receive tax-free donations. In a legal sense, it could also be said that children not from Article One schools have not actually completed their education in Japan. Such issues do not affect MIS.

In January 2008, the application plan to launch Makuhari International School was given final approval and 'Makuhari International School Establishment Preparatory Foundation' was established. Architects had already been carefully-chosen and much effort put into plans for a new school that would be modern, forward-looking, well-resourced and indeed a model for other International Schools in Japan. The concept behind the school was to establish a centre with excellent indoor and outdoor facilities and a learning environment which would offer much more than the average school. A school which would present various large outside leaning areas (including a large grass field) as well as specialist rooms, classes and media corners for children to work in, as well as an extremely large media centre in the heart of the school.

Due mainly to support from Chiba Prefectural Government (as well as various businesses in and around Chiba), those behind the creation of Makuhari International School defied past practices and drove the school on towards its unique status, often battling negative pressures and stereotypes on the way. They insisted that there was a real need for a quality school that teaches the Japanese Curriculum in English using native English-speaking teachers whilst being supported by the Ministry of Education. They argued that this school is exactly what the modern internationally-minded world needs. They persuaded others that with more and more Japanese parents taking their children abroad for work purposes, it was paramount that here in Chiba, at least, we could offer an educational resource to suit those children on their return, whilst at the same time offer a quality international education to foreign children already living here or coming to Japan.

As well as providing an excellent education for all our children, it is also the aim of Makuhari International School to be an important educational and community focal point for those living in the local area. As we develop links outside the school, activities such as a Summer School are being planned using the excellent resources and facilties that Makuhari International School has to offer.

Campus


The current 15 acre campus, completed in 1989, consists of a four-story complex with more than 180 classrooms and other facilities. In September 2010, TAS broke ground for the construction of three new buildings on its current campus: the new upper school building featuring science and technology classrooms with research and robotics laboratories, an arts building, and another gymnasium with covered and outdoor tennis courts.

Some of the School Facilities •INTERACTIVESMARTBOARD TECHNOLOGY - large touch sensitive computerised teaching screens •WIRELESS NETWORKS including Media Centre - laptops with remote intenet access •PURPOSE BUILT LEARNING ENVIRONMENT - purpose designed and built •SPECIALIST SUBJECT AREAS - separate Art, Science, Music,Presentation Room and Media Centre including ICT, library and museum •SPECIALIST STAFF - Internationally qualified specialist Elementary / Kindergarten trained staff. •OUTDOOR LEARNING ENVIRONMENT - Several outdoor areas including large grass playing field, asphalt playgrounds and science and school garden. •CONVENIENTLY LOCATED - in an education zone 7 minutes walk from Kaihin Makuhari station. •WELL EQUIPPED INTERNATIONAL RESOURCES - plentiful new materials from the UK including furniture and teaching materials

Organization
MIS is divided into two divisions: lower, middle, and upper schools. The lower school (elementary)includes pre-kindergarten (known as Kindergarten A), kindergarten, and grades 1 through 5. The middle school (junior high) includes grades 6 through 8. The upper school (high school) includes grades 9 through 12. Each division is run by a principal and assistant principal.

The superintendent serves as school head. The Taipei American School Board of Directors consists of nine members, each elected to a three-year term of office. Board members serve without compensation and have the primary task of formulating and evaluating all school policies and overseeing the school’s financial affairs. It is their responsibility to see that the resources are in place to support excellence in all areas, always prioritizing the interests of the students first. The Board meets monthly and invites parents and faculty to attend these meetings. Board members are elected by the Taipei American School Association, which consists of all parents or guardians of children attending TAS.

Student body
The schools population now numbers close to 300 students from K-6 from about 20 nationalities.

Curriculum
Makuhari International School follows the objectives from the Japanese Curriculum. However this is only our basis. In reality we expand upon these as well as supplement them with objectives and content from various other curricula. This makes our curriculum extremely rich and diverse, and very international in flavour. It is also important to realise that what we teach and how we teach it are separate concepts. We not only follow the recommend number of 'minimum hours' from the Japanese Ministry of Education, but suppliment this with extra periods to ensure time for consolidation and extension. Extra sessions are also allocated for English and Maths, ensuring that children are taught these key subjects at least once a day. And in Grades 5 and 6 we teach Social Studies not only in English, but repeat this in Japanese. This helps consolidate a subject rich in content and concepts.

All other subjects are taught in English except for Japanese or Japanese Studies. Japanese tends to be studied usually by Japanese Returnee Students whilst Japanese Studies is often a subject for non Japanese children; which covers some Japanese language studies as well as understanding about Japanese culture and traditions. Dual nationality children have the choice (if their spoken Japanese is strong enough) of taking either Japanese or Japanese Studies.

For the Japanese version of Kindergarten areas of study, please click HERE.

Kindergarten includes Kindergarten 1, Kindergarten 2 and Kindergarten 3 classes, with children of ages 3 to 6. We also have a lively Pre-School which runs twice a week for our two year olds. Children in regular Kindergarten have a slightly more flexible curriculum than those in Elementary. Kindergarten 1 finishes at 1.30pm whilst Kindergarten 2 and 3 finish at 3.20pm. The curriculum covers all the Japanese objectives as well as teaching a lot more in addition. These extra areas are covered under the Early Learning Goals of the U.K. which is part of the Early Years Foundation Stage. In this we focus on six key areas, in addition to the objectives taken from the Japanese Kindergarten Curriculum.

Personal, Social and Emotional Development To learn about emotional well- being, knowing who are are, where you fit and and to feel good about yourself. It develops respect for others, social competence and a positive disposition to learn. Communication, language and literacy This area of learning includes communication, speaking and listening in different situations and for different purposes, being read a wide range of books and reading simple tests and writing for a wide variety of purposes. Mathematical Development This area of learning includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space amd measures. Mathematical understanding should be developed through stories, songs, games and imaginative play, so that children enjoy using and experimenting with numbers, including numbers larger than 10. Knowledge and Understanding of the world In this area of learning, children are developing the crucial knowledge, skills and understanding that help them make sense of the world.This forms the foundation for later work in science, design and technology, history, geography, and Information and communication technology (ICT). Physical Development Physical Development in the foundation stage is about improving skills of coordination, control, manipulation and movement. Physical development has two other very important aspects. It helps children develop confidence in what they do and enables them to feel the positive benefits of being healthy and active. Effective physical development helps children develop a positive sense of well-being. Creative Development Being creative enables children to make connections between one area of learning and another and so extend their understanding. This area of learning includes art, music, dance, role play and imaginative play.

For an official English translation of most Elementary subjects, please click HERE.

Japanese for Native Japanese children OR Japanese Studies for Non-Native children. (Japanese Studies includes simpler Japanese language development as well as learning about Japanese Culture and Traditions.)

Children develop their skills in all the key areas of language development. This includes Speaking and Listening, Reading and Writing.Children learn book skills through studying and reading a wide range of fiction and non fiction texts including 'Big Books', playscripts and working through the Oxford Reading Tree scheme.

Mathematics develops the full range of numeracy skills through covering the Japanese objectives through the National Numeracy Framework from the U.K. These focus on the key areas of Number, Shape and Space, Algebra, Measures and Data Handling. Lessons develop strong mental arithmetic skills and compliment these through practical and written acitivities.

Science includes the properties of materials, energy, nature, light, forces, electricity, life and earth, weather, plants, the body and the solar system. Lessons cover important areas how to work safely and how to perform a 'Fair Test.' and include a wide  range of practical and written activities using specialist  materials in the Science Room.

Information Communication Technology help develop the children's skills and understanding in this ever evolving area. Lessons teach basic keyboard skills, the use of key programmes such as Word, Excel and Powerpoint and how to effectively, appropriately and safely use the internet. In full class lessons, we make use of our ICT Room. Children practise their computer skills during the week using class computers.

Personal, Social and Nature Studies include (only for 1st and 2nd grade students) learning about school, their local surroundings, people who help help them, and how to care for nature and living things.

Home Economics (for children in Grades 5-6) develop the children's knowledge and practical skills in dealing with real life situations. This includes the areas of their role in the family, the community, cooking basic daily meals, how to care for clothes and their posessions, and the importance of financial planning and the function of money.

Social Studies develop the childrens understanding of social life, how a peaceful and democratic society works and their responsibility within it. It helps the children foster a love and understanding of this country and the need to help preserve and protect the environment in which they live.

The children develop an understanding of the formative arts through using a wide range of materials. They build an understanding of line, colour, texture and design through studying natural objects and record these observations through first hand observation and design ideas. They consider how one can communicate through art and experiment making creations through various processes including pencil drawing and their control of various tools and techniques. They consider the properties of and importance of using the correct matierials in constructing meaningful objects and how to appropriately evaluate their own and the work of others.

Physical Education helps develop the children's confidence and abilities in using their bodies. They learn how to move safely in their own and general space and have an awareness for others. Through a wide range of gymnastic skills the children learn how to link actions, body shapes and balances with control and precision. They develop the skills of how to use and move a wide range of PE equipment appropriately appreciate the benefits of teamwork is useful in structured lessons and as a life skill in general. They improve their individual performances through observing, listening and investigating the work of others and understand the importance of maintaining a healthy body through excercise and diet. By involving them in various games they understand the importance and need for rules and tactics for games to be played properly and to a good standard.

This subject incorporates cross curricular and general learning. It gives children the opportunity to extend and develop further an area or subject in school linking it to work as a group or independent study with people of different ages. Learning takes place through teaching, volunteering, reflection, making presentations, debates, experiments, observations and through research and visits to various public facilities. Typical areas may include International culture, the environment, health, the community, Information Technology and Japanese Culture.

In music our aim (among other things) is to create and build upon a love and sensitivity for music from within Japan but also from around the world.We also cultivate basic musical ability to be able to play various instruments and sing songs skillfully. We expect the children to be able to appreciate and understand the musical elements of tone, rhythm, pace, melody, strength and weakness of stress, rhythm, flow, phrases, etc. that shape music, and become able to understand and explain what one has felt when listening to music.

We look in detail at music from all over the world (as well as Japan), instruments and their characteristics, learning how to play instruments (percussion, harmonicas, recorders, keyboards, guitars and Japanese instruments) as well as understanding more about the elements of harmony and scales. We explore and improve our singing techniques as well as understand and use musical notations.

Creative Studies lessons is a lesson dedicated to the preparation of upcoming school events with a special emphasis on creative thinking and practical development.The children can explore areas including shape, colour, texture and design. At times, this may also include student council activities, elective clubs or even 'house' activities which can provide interesting and competitive activities for students.

Ethics covers both discussion and work on moral issues and how children can contribute and understand more the society in which they live. Children learn the importance of rules and their social responsibility in both the school and wider community.

For more detailed infomation, please contact the school.No school can give complete details of its curriculum via a web site. The school holds a 'Curriculum Evening' every term to inform parents of what school does to educate their children.

Blue & Gold
The "Blue & Gold" is the school newspaper. Produced monthly, the newspaper is usually eight A3 full-color pages. Previously known as Paws, the Blue & Gold newspaper has won several awards from the National Scholastic Press Association (NSPA).

Sports and organizations
Upper School sports teams and groups, whose mascot is the tiger, compete with members of Interscholastic Association of Southeast Asian Schools (IASAS), as well as local international and Chinese schools, clubs, and universities. TAS varsity teams include volleyball, soccer, cross Country, rugby, basketball, tennis, swimming, softball, badminton, and track and field teams. Non-athletic groups that participate in events with other IASAS schools include art, dance, drama, music, debate, and forensics (individual events). TAS students also participate in Model United Nations with students from IASAS and other regional schools.

Affiliations
TAS is accredited by the Western Association of Schools and Colleges (WASC).

TAS is a member of the East Asia Regional Council of Overseas Schools (EARCOS).

As a member of Interscholastic Association of Southeast Asian Schools (IASAS), TAS participates in competitive sports and cultural exchanges with the following Southeast Asian international schools:


 * International School Bangkok - Bangkok, Thailand
 * International School of Kuala Lumpur - Kuala Lumpur, Malaysia
 * International School Manila - Manila, Philippines
 * Jakarta International School - Jakarta, Indonesia
 * Singapore American School - Singapore