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Frequently asked questions

At One World International School, our parents and students come first. We understand that making the right decision about your child’s education is not something to be taken lightly. Allow us to assist by answering any questions you may have. We’ve compiled a list of queries that we hope you will find helpful as you consider what to look for in an international school. This page contains additional information about our admissions process, curriculum and co-curricular activities.

Here you will find some of our most commonly asked queries on international school education and on OWIS Tsukuba

Although we initially mentioned an April start, due to unavoidable circumstances, the opening has been postponed to August. This allows us to begin at the same time as other international schools.

Our academic year will span from August to June.

We are aware that the building is old. We plan to reinforce the building’s exterior to enhance its resilience to seismic activity while preserving its structural integrity. This entails repainting, adjusting the boundary wall and grounds, and installing air conditioning systems. Additionally, we will conduct extensive renovations on the washroom facilities, and each classroom will be furnished with digital smart boards.
Our approach involves smaller classroom sizes, accommodating a maximum of 20 children per room. However, our primary focus is to maintain a class size of 15 to 17 children, ensuring a conducive learning environment with ample individual attention.

AEP teachers will diligently monitor the progress of each student within the programme. Should a student exhibit substantial improvement and proficiency in English language skills, the AEP teacher may propose transitioning them from the programme to regular studies. There is no fixed duration for enrolment in the programme; rather, it is contingent upon the individual performance of the child.

One World International School, Tsukuba distinguishes itself by crafting its own curriculum rather than adhering strictly to national standards. Our curriculum is meticulously developed, drawing insights from various international curricula worldwide to create what we believe to be the most robust and comprehensive approach. Emphasising conceptual understandings over individual standards, our curriculum fosters a deeper, more nuanced comprehension of each subject.

Currently, we are deliberating on the selection of devices to be integrated into our educational framework. Technology is seamlessly integrated into the core curriculum. We will have coding and STEM activities. In the Middle Years Programme (MYP), dedicated computer science classes are included within the curriculum to provide students with a comprehensive understanding of technology.

We are still deliberating on after school activities. We will be sure to explore options of languages to be offered, taking feedback from parents. Currently in our sister school in Tokyo, we offer English support, STEAM activity, Cultural activities, Music, Art, Painting, Yoga to name a few).

The school operates from 8:45AM to 3:30 PM.
Japanese language instruction will consist of three periods per week.
We are exploring these points. We will be working on the support we can get in case of emergency.

Our afterschool programmes will also be available to students from outside our school.

We are continually open to expansion. For example, our school in Tokyo has grown from a single campus to four campuses.
We will have a diverse group of teachers, with the majority being native English speakers. All teachers will be fully qualified in their home countries and will undergo training specific to our school’s requirements.

The trend of universities worldwide accepting the International Baccalaureate Diploma Programme (IBDP) is increasing, with Australia now recognising the IBDP across all its universities. This acknowledgment highlights the value of the IBDP as a pathway to higher education. The rigorous nature of the IBDP, with its final year comparable to the difficulty level of a university degree’s first year, provides students with a significant advantage in university admissions.
Understanding the challenging nature of the IBDP, many schools choose to offer additional programmes alongside it. This approach acknowledges that not all students may be suited to the demands of the IBDP. At our school, we will carefully consider which supplementary programmes to offer alongside the IBDP to ensure we provide diverse educational opportunities tailored to our students’ needs and aspirations.

We are currently in the consideration phase for determining the bus routes. We will keep you updated on our progress and notify you as soon as they are finalized. We anticipate completing this process within three months prior to the start date.
We are exploring options for lunch providers located within a reasonable proximity to the campus. Rest assured, we will keep you informed of our decision once it has been made.
The tuition fee is payable in three terms. Should the full year’s payment be made upfront, the tuition fee for the current term, in which the child is enrolled, will not be subject to refund. However, the tuition fees for the subsequent terms will be refunded accordingly.
Transfers within OWIS will be given priority. However, some countries enforce a nationality cap, limiting the number of students from one nationality. If a transferring student’s nationality exceeds the cap for OWIS in that country, the child will be placed on a waiting list.

At our school in Osaka, we prioritize the individual needs and progress of each student. Our teachers are dedicated to providing personalized attention and ensuring each child’s success. Below are some key points that set our Osaka school apart from others. We believe these aspects are important to share with parents, and we regret not highlighting them during the event:

1. Excellent learning environment
The school is located on the site of a former public elementary school and has a large schoolyard, a spacious gymnasium, and beautifully renovated classrooms.

2. Experienced principal and multi-national and experienced teachers
Experienced and professionally trained teachers mostly from English speaking countries like the U.S., U.K., Australia, Canada, South Africa, etc.

3. Small-group instruction
Because of the small number of students, the teachers are close to the students in a small-group environment, this allows them to understand each student individually and tailor their instruction to meet each student’s unique needs, providing extensive guidance and personalised support.

4. English Language Support (AEP)
We have several professional AEP English support teachers and offer an English Preparation (AEP) program designed to help students quickly improve their English skills.

5. After-School program
After-school program from 4:00 to 6:00 p.m. offers educational and fun after-school activities, clubs, extracurricular activities, seasonal programs, and aftercare.

6. Integrated school, All IB program
We offer a comprehensive education program starting from early childhood at age 3, through primary and secondary school, culminating in graduation from grade 12. Our curriculum is based on the International Baccalaureate (IB) program, ensuring an international standard of education.

7. Parent-school communication
We use Toddle to maintain close communication with parents and support our students and their families. In addition to sharing learning content, we regularly update parents on school activities, keeping them well-informed about all that is happening at the school.

There is an IB certification for teachers who want to teach the IB curriculum. IB certificate in Teaching and Learning. Most of our teachers will be having this certificate. Added to this, Teachers will have ample training provided to keep with the curriculum requirement during their tenure with us.
In the context of the IB program, our framework aligns with Japanese IB schools. While each school approaches the Primary Years Programme (PYP) and Middle Years Programme (MYP) levels differently, there’s a consistent structure across all IB schools, particularly in the International Baccalaureate Diploma Programme (IBDP)
We will have one homeroom teacher responsible for teaching Literacy, Mathematics, social studies and science. Additionally, specialized teachers will cover music, arts, and physical education. At the EC1, EC2, and Kindergarten levels, a support staff member will assist the homeroom teacher.
We strive to accommodate as many students as possible in our school. If a class becomes overenrolled, we will add sections to the grade as needed. Rest assured, we do not reject students based on the number of applicants for a particular grade.

We offer a trial class for the child once the school academic year begins. However, we currently do not have any plans to organise school camps before the official start of the school year in August.

At present, we have leases for the main building and the gymnasium. However, we do not currently have a lease for the pool.
For the Primary Years Programme (PYP), the school must have students to become a candidate, which requires a 2-year process. Regarding the Middle Years Programme (MYP), we are in the process of adding the program and obtaining authorization. As for the Diploma Programme (DP), we will have the authorization in place before students commence the program.
Generally, international schools are not considered part of ‘compulsory education’ in Japan. Therefore, students must remain enrolled in their local school to enter a junior high school, which is an Article 1 school in Japan. We plan to discuss this matter with the local boards of education around OWIS to align on how to handle the school registration of OWIS students in Japan. We will share the insights from our discussions with you.
Yes, the assessment tests will be in English.We understand that the majority of our students come from non-English backgrounds. The purpose of the assessment test is to gauge the child’s English proficiency level. This helps us determine the level of English support needed for each student. It’s important to note that the assessment test is not an entrance exam for the school.
For subjects like Maths or other non-language-centric subjects, students are grouped together. However, in subjects that require more language proficiency, students receive specialized assistance in the AEP class.
We will maintain separate classes regardless of the number of students enrolled in each grade. We anticipate that the number of students in each grade will grow over time.
The decision to advance to the next grade won’t hinge solely on test scores. Parents will be well-informed before their child reaches a point where retention is considered. By then, the child will have received ample support from teachers to ensure every opportunity for success.
At present, we’re unable to accommodate children with special needs. However, we may consider admissions for those requiring mild support, depending on the level of assistance needed.
Given the size of our school, we won’t have a dedicated counsellor. Instead, our teachers are trained to offer counselling support to our students. The IB curriculum encourages a mindset of openness to diverse cultures, fostering an understanding that there isn’t a single ‘right’ culture, but rather, many different perspectives and approaches.
We have 68% students who are Japanese, followed by 20% Chinese and the rest are students from other Nationalities. With respect to controlling the use of Japanese by the students within the campus, we foster a culture of inclusivity where students understand that English is the language of inclusion. However, we do not diminish the value of any other language.
We do not have a nationality cap. However, based on our survey, we anticipate that more than 50% of the students will be Japanese.
Yes. All OWIS Schools share the same uniforms.
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