You can find the latest information for this school year on the page summarizing each school’s admission and enrollment.
English is a byproduct of ISN,” is a phrase I am sure ISN parents have heard at least once.
The English language skills (reading, reading comprehension, writing, speaking, discussion, etc.) of ISN children are very high, but this is only one of the skills in which ISN children excel. The ISN assessment is based on the child’s readiness for further stages of learning (readiness) and the effort and effort required to reach that outcome. The “course” is evaluated based on the progress that the student has made and the understanding that he/she has demonstrated. In the minds of the children, who all raised their hands in response to the questions, “I want to stand in front of the whiteboard with the teacher, look all 20 students in the eye, and express my opinion in a loud voice. Even if I give a wrong answer, the class will ask me why I thought so. At the end they will all clap for my/our opinion and I will return to my seat full of confidence!” There is a confidence that comes over me and I enjoy each moment to the fullest.
ISN students have created a cycle of praise and confidence building.
(Family) praise → self-confidence → mental space → ability to help friends → (Teacher) praise → self-confidence → mental space → try other things → (Friends) praise → self-confidence → mental space → …
The encouragement of each individual’s bumpy personality, and the reform of education to truly see the individual, is the foundation of ISN’s activities beyond the English language school.
For the child and the family, the start of ISN’s 2-year-old class is the smoothest for the following reasons
First, language skills are acquired before age 3. Studies of infant brain development show that 2 year olds have a significant “sponge-like” effect on language, and students who begin ISN at age 2 naturally develop the ability to listen to English (to realize that they are speaking in a different language than Japanese), understand English (to understand that they are speaking in a different language than Japanese), and use English in their daily lives for a full year. They learn to understand what they are talking about. These children will begin to produce words in English in the 3-year-old class, with additional activities to develop their reading and writing skills. The ISN English language acquisition program is one year later than the ISN English language acquisition program, so that a child who joins at age 2 will be able to listen and understand at that age, and at age 3 will be able to speak in simple sentences. At the age of 4, they will be able to speak in simple sentences.
Second, they become accustomed to the rhythm of life. Young children are comfortable with a certain amount of rules and routines, while still having freedom and flexibility in their play. Knowing the rules of the current 15-minute activity, knowing that it will be time for this backward-attached activity, and then toilet time, is reassuring to him and prepares his mind for the next activity, so planning activities in this way will support the children’s ability to make the transition. Familiarity with the environment in which they live, such as relationships with school staff, friends, or parents of friends who greet them on the way to and from school, and knowing how the day goes, will help them feel more comfortable, absorb content more quickly in activities, and help their friends “even more. effect” can be expected.
It is not too late, of course, for students to join the 3-year-old class, but it is natural that at this age, when further formation can be seen in Japanese writing skills, the acquisition of a new language, of a new language, by children is significantly slower than for 2-year-olds. Hence, the preparation (listening and comprehension skills) that could have been done at 2 years of age tends to take longer.
Please note that the number of children enrolled in the 3-year-old class is much more limited than in the 2-year-old class.
The result is that the students are able to learn more about the company. Of course, there are individual differences, but everyone will be able to communicate their intentions.
For children, English and Japanese are like the difference between honorifics and colloquialisms for Japanese adults.
We adults use honorifics and jounguage when the person we are speaking to changes. If you are not used to it, you may get them mixed up.
This is a story about my kindergarten work in Morocco, the last country in which I was active abroad. Morocco, in North Africa, has immigrants moving in from Europe just to the north, and local Moroccan families with some income choose kindergartens where education is provided in French. In Morocco, where Arabic is the mother tongue and French is the official language, it is quite normal to see a student, whose father is Italian and mother is German, spending time with his friends in French at kindergarten, having lessons with me in English, and playing soccer with local children in Arabic after kindergarten at 3:00 pm. The first time I saw a new building, I was surprised to see the number of people who had been there.
As an island nation, Japan unfortunately has a very limited exposure to other languages and tends to exaggerate second language and multilingual opportunities. Come and see how ISN children learn English in a natural environment.
Each teacher is expected to have approximately 6 students in a 2-year-old class, approximately 15 students in a 3-year-old class, and approximately 20 students in a 4-year-old and above class.
In addition to the foreign homeroom teachers, there are Japanese homeroom teachers who are licensed nursery school teachers and can teach in English, and Japanese assistant teachers who can also teach in English in the upper grade classes.
In addition, swimming, gymnastics, and rhythmic classes are led by a dedicated instructor, and homeroom teachers support the activities as assistants.
ISN, which provides floor heating at its Minami-Matsumoto campus, is
Lighting, floor space, personnel, program content, management practices, and number of restrooms are all managed above and beyond the standards of a childcare facility. Medical and dental examinations, as well as evacuation drills, are conducted at kindergartens and nursery schools at a level of childcare instruction that puts safety first. We are also invited to participate in the training of childcare staff by Nagano Prefecture, as well as kindergarten and nursery daycare centers, with them every time. We have devised ways to obtain the latest information on infectious diseases and the latest information on early childhood education, from children’s safety.
ISN has installed security cameras to prevent such incidents in advance, and also conducts lessons on how to prevent suspicious persons with the cooperation of the police department. Staff members take an infant lifesaving course every year.
Parents are encouraged to call in their concerns about things they notice, and we have installed gates in the yard and maintained the playground equipment and playgrounds.
ISN further participates in many training programs, including academic content training, workshops unique to international schools, and IB training. We are committed to a network that is constantly updated with information about the safety, growth, and learning of our children, not only locally and nationally, but also in light of research being conducted abroad.
For 2-year-olds, a communication notebook goes back and forth between the school and home every day.
For classes for 3 year olds and older, each family has a small note/notebook to communicate with their homeroom teacher as needed.
ISN takes communication with parents very seriously, and ISN strives to communicate with parents in the following ways
School website, school blog, school facebook, newsletters, parent-teacher conferences, parent report idea sessions, portfolios, assessment reports, school open days, swimming/gymnastics/music field trips, sports festivals, Halloween Party, Christmas Show, other school events, ISN information sessions, daily emails, e-mails, phone calls, contact book, school emails all at once, letters, daily talk with homeroom teacher/staff during pick up and drop off time, Growing Trees (parents’ group) events/letters, in the middle to upper year classes. Reading books, worksheets, DVDs, artwork on school walls, presentations, etc.
ISN’s Japanese staff members are licensed nursery school teachers, while foreign staff members hold overseas kindergarten teaching licenses or equivalent qualifications and experience.
Elementary school and other teachers also hold elementary school teaching licenses and certification experience. Please check the staff page of each area site for details.
Tuition fees are spent according to a plan to provide a stable, safe, and quality content program.
You can choose to make one active payment per year or monthly payments. Facility upkeep, maintenance, and IT fees are also collected as well as accumulated to purchase expensive repairs and needed items that are needed during the year and later in the year, but are difficult for the family to cover on its own. Bus and extended evening care fees are not covered by the amount collected alone, but are adjusted and set along with school fees, taking into consideration the burden on the user.
Swimming, music, gymnastics, and tennis are taught in Japanese and manners are learned.
Reading and writing in Japanese begin in the older classes. Japanese language classes at the elementary school are scheduled in accordance with the School Education Law Enforcement Regulations. The rest of the time, activities are conducted in English.
Free shuttle bus service is available between the two campuses.
We outsource lunch and 3:00 snacks to a nutritionist and a specialized vendor who prepares Japanese-centered menus.
The nutritionist and the person in charge regularly come to see how the children are eating and discuss areas for improvement.
We tend to have the children prepare their own lunch at home only for the bus excursions twice a year to give them a chance to eat lunch made at home.
ISN generally does not assign homework.
We will prepare worksheets and other materials upon individual request. The only homework is the reading book, which begins in the middle grades. The purpose of this homework is 1) to develop reading skills, 2) to let parents know what the children are doing, 3) to allow the children to spend time at home talking with their parents, 4) to allow the children to write down their favorite pages and any pages they could not read, and 5) to give the parents time to read the book. We also ask that you leave us a message on a sticker or something similar so that we can use it to communicate with your homeroom teacher and your family.
ISN Elementary School students are registered at their school (designated public elementary school) and attend ISN.
The Matsumoto City Board of Education has proposed a common understanding that the students will not be made to feel unwelcome at their school and that they will not be negatively affected by attending ISN, based on the awareness of “no negative consequences for the children. In order to establish a common understanding, he kindly provided us with an opportunity to address the Matsumoto City Elementary and Junior High School Principals’ Association. ISNs will report their attendance to their school every month. We have also been able to contact the boards of education in the surrounding municipalities where ISN students live, and they are all taking the same steps as Matsumoto City.
Acceptance is only possible if there are vacancies in the class. Please contact us for more information.
At ISN, English is used as a tool to support the development of mind, skills and knowledge in English.
English as a tool should be more natural to children. Furthermore, the speed of English acquisition and the certainty of “reading/writing/speaking/comprehension” skills.