3年生探究の単元:Mass media influences us in a variety of ways マス・メディアは様々な手段をもってして我々に影響を与える

Grade 3 students are currently studying their unit of inquiry How We Express Ourselves.  The inquiry theme is Mass media influences us in a variety of ways (マス・メディアは様々な手段をもってして我々に影響を与える。)

Students have been investigating the ways in which advertisers influence consumers to buy their products.  Students have also been investigating the ways in which not all products are actually good for the consumer.  Students created their own ads, and then presented them to the class, explaining why and how they made the ad in the way they did.

2年生探究の単元:Matter interacts in a variety of ways 物質は様々な相互作用を持つ

Grade 2 students have been studying about matter within their current unit of inquiry (UOI): How the World Works.  The theme of the inquiry is Matter interacts in a variety of ways 物質は様々な相互作用を持つ。  To help students understand that air is matter and takes up space, students tried to blow balloons up inside of PET bottles.  At first, no one was able to do so, but then the class experimented with created a hole in the bottle to allow the air to escape when the balloon was blown up.  Students were amazed that they were also able to keep the balloon inflated by covering the hole with their finger.


All 18 Grade 1 students are working hard practicing reading and writing hiragana.


Grade 3 students recently wrote poems in Kokugo class…


The Coronavirus pandemic this year has placed unprecedented challenges on schools in Japan and around the world. Following the direction of the Kumamoto Board of Education, KIS moved to teaching all grades online in April and May. Although we were able to offer Hearth Club (Gakudo Hoiku) for certain students, the majority of our pupils took classes at home via Zoom each day. KIS offered our English and Japanese curriculum online in a differentiated format similar to that used during regular classes.

The beginning of the school year is a critical time for all students, but it is especially so for new Grade 1 students. KIS wanted to try to provide students with as regular a life and education as possible during this difficult period, and thus offered daily online classes for all grades. Online learning is difficult for younger students because they struggle with focus and are still working on mastering basic reading and writing skills which can only be practiced properly with real pencils and paper. Working within this limitation, we used a balanced approach of most instruction taking place online, but homework assigned digitally and, in the case of Kokugo, via printed materials that were mailed to all students. All students were given daily homework assignments which they completed and then uploaded digitally for review by teachers.

One of the challenges of teaching online is providing effective feedback to students — mistakes that are not corrected can quickly become bad habits that are hard to break. Further, it is simply quite challenging to provide effective, targeted feedback for students when they are not in the same physical space as the teacher. KIS teachers worked hard to overcome the limitations of virtual instruction using screen share within Zoom and small group differentiated instruction. By displaying curriculum materials via screen share and writing directly onto them, we were able to provide engaging and effective feedback in most cases. In addition, staff followed up with further comments on the homework uploaded by the students each day.

We returned to full regular classes on Monday, June 1st, and it is wonderful to have all students back in the classroom (we can finally take full advantage of the new building!). It is interesting to realize, however, that staff learned many things about being more effective instructors during this time.

In retrospect, although online teaching was challenging and placed a large burden on parents at first (particularly in Grade 1), everyone got used to the virtual teaching format quickly and worked hard to maximize the possibilities for online education. It did take a few weeks of constant tweaking, but in the end, I was extremely proud of how hard students, parents, and staff worked during this time and the resulting quality of our classes. Everyone rose to the challenge posed by online teaching, and while I hope that we do not have to return to teaching virtually, I know that we will be ready if it becomes necessary to do so again in the future.






 2020年度 新1年生、新2年生、新3年生の追加募集 

2020年度 新1年生、新2年生、新3年生の追加募集





Kumamoto International School is a candidate school* for the PYP and is pursuing authorization as an IB World School. IB World Schools share a common philosophy – a commitment to 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 further information about the IB and its programmes visit

As KIS works to become a fully accredited IB World School, we will work hard to further increase the quality of the education that we provide for all students.

*国際バカロレア機構に認定を受けた学校のみが、IBの4つのプログラムである、初等教育プログラム(PYP:Primary Years Programme)、中等教育プログラム(MYP:Middle Years Programme)、ディプロマプログラム(DP)、キャリア関連プログラム(CP:Career-related Programme)を提供することができます。



おとぎ話 - 2年生ライティング

Recently, Grade 2 students wrote original fairy tales.  Each student first planned their story, including characters, setting, and plot.  Students then wrote several versions of their story, adding details, fixing errors, and polishing with each revision.  All students worked very hard and produced original and creative writing pieces that they should be very proud of.

絵日記 - 2年生

Every weekend, Grade 2 students are tasked to write a journal about something that happened recently. This activity is designed to give students important writing practice to see if there are any grammar issues that need to be addressed. They are also given an opportunity to try out what they’ve learned in class. Then, the following Wednesday, after the teachers has corrected the journals, students present their journal to the class.  Their classmates then ask the presenter some questions.

This blog post highlights some of the great journals that students have written recently.  Students have made good progress writing longer better journals using grammatically more complex English.


概日リズム - 2年生 TDL

In our current TDL theme, we have been studying about Earth’s cycles circadian rhythms. 

One thing that we have been investigating is the idea that our body is better at certain things at different times of the day. So we put it to the test to see for ourselves.

We tested our reactions, strength and coordination once in the morning, and again in the afternoon to see if there were any differences. 

Our activities were:

  • Catching a ball with alternating hands
  • Dropping a ruler and catching it as quick as possible
  • Holding on to a bar in the park for as long as possible (not shown in the photos)

The students really enjoyed seeing the limits of their bodies in these three categories. So much so that they want to practice and improve each of these traits!

According to our research, our bodies should perform better later in the day; our results generally confirmed this to be true: we found the students did actually perform better in the afternoon.