AHIS is not a 一条校 (an accredited school under Article 1 of Japan's School Education Act). In most cases, children who hold only Japanese nationality will remain registered at the designated local public school in their area of residence whilst actually attending AHIS — an arrangement commonly used by many international schools in Japan. However, the handling of compulsory education obligations ultimately rests with the education board of your local municipality, so we encourage you to check with them directly if you have any questions. AHIS has the support and cooperation of both Yokosuka City and Hayama Town, and both municipalities understand this arrangement.

The primary language of instruction at AHIS is English, and English is the school's working language. In addition, we offer dedicated Japanese language lessons to develop Japanese literacy — including kanji — to a level where students do not need to attend an outside cram school. Unlike many international schools, AHIS aims to develop genuine proficiency in both English and Japanese. Lessons other than language classes will be taught in English; we do not plan to teach subjects in Japanese. In terms of time allocation, we are considering roughly equal daily English and Japanese learning time at the primary level, shifting to more English from secondary onwards. Details of the specific time allocation and the JSL (Japanese as a Second Language) programme are currently being finalised and will be communicated once confirmed.

The AHIS curriculum is built on an internationally respected, inquiry-driven educational framework that offers a coherent learning journey engaging with both nature and technology. It combines experiential learning with a thoughtful approach to digital tools, and draws on internationally recognised approaches that prioritise cross-disciplinary learning, conceptual understanding, and student agency. Rather than creating our own standards from scratch, we look to well-established domestic and international educational standards, selecting those that best match AHIS's educational philosophy, pedagogy, and the future pathways of our students.

The ELC will have a maximum of 15 students per class, and G1–5 a maximum of 20 per class, with up to two classes per year group. For the first year, we plan to start at a smaller scale rather than at full capacity (approximately 110 students across K3–G3).

In the ELC, each class will have two teachers — a Lead Teacher and an Assistant Teacher. In G1–5, each class will have one homeroom teacher, with one additional Assistant Teacher per year group.

Yes — we issue regular school reports to share your child's progress and growth with parents. Reports cover not only academic knowledge and skills, but also learning dispositions, thinking skills, communication, self-management, and reflection, offering a holistic picture of your child's development. Assessment is carried out through multiple methods, including daily observation, dialogue, submitted work, projects, presentations, portfolios, and quizzes or tests. Tests are used, but your child's progress will never be judged solely by test results. As students get older and look ahead to their next stages of education, more formal assessments will be introduced progressively.

Homework will be set in accordance with students' age and developmental stage, focusing on purposeful tasks — such as reading, consolidating core skills, and deepening classroom learning — rather than volume. Further details on frequency and content will be shared once the curriculum is finalised.

One of AHIS's five core values is 'Basics First' — we view literacy, mathematical reasoning, and reflective thinking as equally important alongside inquiry-based learning. Drawing on the Japanese concept of shu-ha-ri, we aim for students to master the fundamentals first (守), before moving on to questioning assumptions (破) and ultimately developing their own approaches (離). Our goal is for students to develop the academic foundations they need through the school programme alone, without the need for a cram school. Details of how foundational and inquiry-based learning are balanced, and the mechanisms that ensure this, will be shared soon.

Our current plan covers through to G10 (equivalent to the third year of Japanese lower secondary / first year of upper secondary), and we have a strong desire to extend to full upper secondary in the future. Through AHIS's continuous learning journey from ELC onwards, we aim for graduates to have access to universities and pathways around the world, including in Japan, and see full secondary education as essential to that vision. That said, while upper secondary is a central part of our long-term ambition, we do not have formal regulatory approval for it as of 2026, so we cannot make a firm commitment at this stage.

At AHIS, we view technology not merely as a convenient tool, but as something to engage with thoughtfully — asking how it can support creativity and self-directed action. When children use technology, we emphasise the importance of pausing to reflect and developing the capacity to ask what truly matters in a rapidly changing world. At the same time, we place equal value on time spent in the rich natural environment of Akiya and Hayama, where nature's lack of instant answers nurtures curiosity, patience, and careful observation. We do not reject paper-based learning or non-digital experiences — balancing nature and technology is a cornerstone of our educational philosophy. Specific guidelines for AI and device use in the classroom (e.g. time limits and year group progressions) are currently being developed alongside the curriculum, and will be shared as they are confirmed.

The single most important factor in ensuring educational quality at AHIS is recruiting excellent teachers and retaining them for the long term. To achieve this, we focus not only on a meaningful mission, but also on competitive salaries and a working environment where teachers can continue to do their best work. While the education sector often relies on passion and dedication at the expense of pay and conditions, AHIS is committed to offering teachers compensation and a working environment that does not depend on goodwill alone — aspiring to be a school that attracts top-quality teachers. Investment in teachers is one reason our fees are higher, and our scholarship programme exists to ensure we do not become a school accessible only to the most privileged.

We also believe that high-quality education is not produced by individual teachers working in isolation. We allocate dedicated time for teachers to share observations about students' learning and progress, and to plan and review the curriculum collaboratively. In addition to year-round Professional Development Sessions, we plan to hold Professional Development Days on which teachers and staff spend a full day learning together without delivering lessons. We are committed to building a school culture of continuous learning and practice improvement. Equally important is ensuring that every teacher deeply understands and embodies the founding ethos of AHIS in their daily work with children.

Specific recruitment criteria, staffing numbers and structure, and the balance of Japanese-speaking and native English-speaking teachers are not currently being disclosed, as recruitment is ongoing.

We are recruiting talented teachers with a wide range of backgrounds from applicants around the world, including North America, Asia, Africa, and Northern Europe. Many teachers are also deeply rooted in the local community here in Japan. Most have experience in internationally accredited schools with high educational standards.

AHIS is a new school, and we are committed to ongoing reflection and improvement even after opening. To ensure educational quality in our first year, we have the following structures in place:

- Ongoing assessment through multiple methods — including daily observation, dialogue, student work, projects, presentations, portfolios, and tests

- Regular reporting and parent-teacher conferences — sharing each child's academic progress, learning dispositions, and overall growth

- Collaborative planning and reflection among teachers — including lesson observations and peer feedback

- Continuous professional development — through dedicated Professional Development Sessions and Days

- Regular review of teaching and support approaches — informed by feedback from children and families

Our curriculum is not built from scratch. Instead, we draw from widely recognized frameworks and standards, including the US Common Core State Standards, Next Generation Science Standards (NGSS), the Singapore Math approach, and the Swedish National Curriculum's emphasis on social inclusion and democratic values. From these, we select and combine the elements that best align with AHIS's philosophy, learning approach, and the future pathways of our students — and use them to define grade-level learning goals and assessment practices for each subject and domain. We are also exploring how to incorporate external review and advisory input, and will share further details once those plans are finalized.

On staffing: multiple teachers — including those covering ELC and elementary grades — have already accepted offers to join AHIS. We are also in the process of building our team in Japanese language education, EAL, outdoor learning, and physical education and wellbeing. Before opening, all staff will go through a structured onboarding process, collaborative curriculum development, and training to ensure a shared understanding of AHIS's philosophy and educational approach.

We will continue to provide updates on our preparation, clearly distinguishing between what has been confirmed and what is still being planned.

We do not set fixed proportions for outdoor learning or PBL. We choose the most effective learning environment and approach depending on the year group, learning content, season, and weather. Going outdoors is not an end in itself — we use nature actively when it deepens learning, such as for nature observation, scientific investigation, physical activity, and engagement with the local community. PBL is an important part of how we learn at AHIS, but not everything is taught through projects. Core skills such as reading, writing, and mathematics are taught through systematic instruction and practice, and that knowledge and those skills are then applied through cross-disciplinary exploration, making, experimentation, and problem-solving. We value both 'time to learn the basics' and 'time to use and deepen them', with the balance determined by learning objectives.

Yes — we plan to keep two horses in 'AHIS Forest', the forest adjacent to our campus. Hands-on learning experiences centred on horses and other living creatures will be an active part of our programme. Through caring for horses and spending time with them, students will learn about the value of life, social skills, and responsibility. We also plan to offer an optional equestrian club as an after-school programme.

Year group placement at AHIS is based primarily on your child's age as of 31 August of the enrolment year, rather than their current year group at nursery or school. For the 2027 academic year, the ELC (K3–K5) is for children aged 3–5 as of 31 August 2027, and Elementary (G1–G3) is for children aged 6–8. That said, year group placement is not determined mechanically by age alone — we also take into account your child's developmental stage, individual characteristics, and prior learning experiences, with the goal of placing each child in an environment where they can truly thrive.

AHIS will open in fall 2027 with K3 through G3, adding one year group each year as our current students progress. The year groups available at opening will therefore remain our highest year groups — unfortunately, we will not be adding year groups for children who are already older than G3 at the time of opening. From the second year onwards, we plan to accept new enrolments up to capacity in K3 and other year groups where space is available, subject to operational readiness. Specific details of admissions from the second year onward are not yet available.

Year group placement at AHIS is not determined mechanically by date of birth alone — we take into account your child's developmental stage, individual characteristics, and prior learning experiences. If you wish to apply for a lower year group, please select the preferred year group in the online admissions portal and explain your reasons in the application. If we would like to offer your child a place following the document review and interview, we will inform you of our recommended year group placement together with the admissions decision.

For the first year (2027), each family may apply to one round only. It is not possible to apply to multiple rounds within the same year. If your child is unable to join in the first year, you are welcome to apply through rolling admissions (when a place becomes available) after the school opens, or through the following year's intake.

The total intake for the 2027 academic year is approximately 110 students across K3–G3. We do not disclose the specific number of places per year group or per round. Final decisions will take into account the overall balance of applicants' ages, nationalities, and English proficiency levels, so a waiting list may arise depending on the round.

We regret that there is no leave of absence or guaranteed re-enrolment scheme for families relocating abroad for an extended period. Upon returning to Japan, you would need to reapply. The admissions schedule from the second year onwards has not yet been formally announced, but it is expected that returning families would be considered through rolling admissions (subject to available places) at that time.

For the first year (2027), applications are open only to children who can enrol from the very start of the academic year. If starting from day one is not possible, you are welcome to apply through rolling admissions once a place becomes available, or through the following year's intake. Mid-year enrolment is possible if a place is available, but this cannot be guaranteed at this stage.

As the first year is open only to children who can start from the end of August 2027, it is not possible to enrol at AHIS in late August 2027 and then begin attending in April 2028. If you wish your child to start in April 2028, please apply through rolling admissions after the school opens rather than through the first round.

Many families choose to have their child attend a Japanese school from April 2027 before transitioning to AHIS at the end of August (keeping their registration at the Japanese school, depending on arrangements with that school). While this does mean a significant change of environment in one year, we hope you will see the positive side — experiencing multiple communities and building adaptability through change.

Progression from ELC to G1 is our general expectation, but it is not unconditionally guaranteed.

An online interview will be considered only where it is physically impossible to attend in person — for example, if you are living overseas. Please indicate your circumstances in the application.

Interviews are conducted primarily in English. We will ask children applying for G1 and above some questions to assess their current English proficiency, but please do not worry if they are unable to answer fully in English — our interviewers also understand Japanese. Parents do not need to speak English for the purposes of the application. Please note, however, that communications from the school after enrolment will primarily be in English.

For the ELC (K3–K5), English proficiency is not assessed during the admissions process at all. A little English is always helpful, but children aged 3–5 naturally acquire language through immersion, so no prior preparation is required. For children entering from G1 onwards, we will assess current English proficiency and offer EAL (English as an Additional Language) support accordingly. As there are limited places for EAL support, we will need to check English levels at the point of application.

Please refer to the Admissions page and the online admissions portal for the full list of required documents. There are no written tests or scores to submit. We place the greatest emphasis on whether the school's philosophy aligns with your family's values. Our admissions process centres on assessing whether you share our vision for learning and whether we can work together as partners in your child's growth. Please also read our Admissions Policy for more detail.

Please ask two adults outside the immediate family who know your child well — for example, a nursery, kindergarten, or primary school teacher, an after-school club leader, or an instructor from an extracurricular activity. Both referees may be from the same organisation. We generally expect referees to have a professional relationship with your child in an educational or childcare capacity. Neighbours or babysitters are not normally accepted, although we are happy to discuss individual circumstances. References are submitted directly and confidentially to AHIS. Responses in English are preferred, but Japanese is also accepted.

At this stage, we do not have a formal sibling priority scheme. We fully understand the desire to have siblings attend the same school, and this is something we are considering for the future. (There is also no sibling fee discount at this stage.)

EAL support provided during normal school hours is included in the school fees at no additional charge. However, if you opt for supplementary EAL sessions through an after-school programme, an additional fee may apply.

The scholarship programme is funded by donations and provides a partial subsidy on tuition fees — no repayment is required. ELC (K3–K5) students may receive a 50% reduction on tuition fees; G1–G5 students may receive a 60% reduction. The subsidy applies to tuition fees only (not to enrolment fees, lunch fees, etc.). The duration of support is three years for ELC students and five years for G1–G5 students (e.g. a child entering G1 receives support through to G5; one entering G2 receives support through to G5, i.e. four years). If a child enters ELC without a scholarship, they may apply for a scholarship place when progressing to G1. Please note that a scholarship awarded at ELC level does not automatically continue to G1 — a fresh application is required at that point. For the first year (2027–28), we plan to award scholarships to approximately 30% of the total school population across ELC and G1–G5 (around 30 students in total).

The selection criteria are exactly the same for both categories, so you're welcome to apply through whichever one you choose. We don't disclose relative acceptance rates between the two categories.

We do not publish a specific income threshold at least for the first year. This is because we believe that a single figure can't capture the full picture of a family's circumstances.

Instead, we look closely at each family's circumstances through the application documents and the interview. This isn't just about gross household income — things like the number of dependents, or a family member requiring significant medical care, are also part of the picture. So please don't assume there's a hard cutoff working against you before we've had the chance to understand your family's situation.

We ask families to submit income documentation covering the past one to two years, so the assessment is primarily based on past income. That said, if your family's circumstances involve something like an expected significant decrease in future income, please share that in the application form — we're happy to take it into consideration alongside the documentation.

The General Track and Scholarship Track are separate application routes. The General Track is for families applying at the standard tuition rate. The Scholarship Track is for families who need financial assistance in order for their child to attend AHIS. Families should apply through the one track that best reflects their circumstances.

Scholarship eligibility is based on a family's overall financial circumstances, not income alone. Families have an opportunity to explain their individual situation in the application. If a family applies through the Scholarship Track and is not eligible for financial assistance, their application cannot be transferred to the General Track for admission at full tuition.

We do not currently have a CCP arrangement in place. We are working towards making this available within the next few years.

Yes — we intend to accept transfers from overseas bank accounts.

Unfortunately, AHIS's ELC (K3–K5) will not be eligible for the standard early childhood education subsidy (幼保無償化) in its first year. However, we are in the process of applying for support under the diverse group activities support programme (多様な集団活動利用者支援事業) in the municipalities of Yokosuka, Zushi, Kamakura, and Hayama. We will update our website as soon as details are confirmed.

In general, both ELC and G1+ students are expected to arrive between 8:30 and 9:00, with the school day ending and dismissal at 15:00. We plan to publish a 'Typical Day at AHIS' shortly to give you a sense of the daily learning flow — please stay tuned.

The annual calendar is expected to include a summer holiday from late June to mid-August, a fall half-term of approximately one week in late October, and a winter break over the New Year period. In principle, Japanese national holidays will be non-school days, although school events may occasionally be held on a national holiday. There will also be Staff In-service Days when pupils do not attend, to allow teachers and staff to undertake training and collaborative planning. The full annual calendar — including non-school days and key events — will be shared before the start of each academic year. Specific dates will vary from year to year.

School lunches will be freshly prepared daily in the cafeteria as warm, home-cooked meals under the supervision of Ms Sonoko Inoue — they are not pre-packaged or delivered. We aim to use local produce and vegetables grown in AHIS's forest, making lunches an opportunity to learn about ingredients, culture, and the seasons. We plan to offer alternative menus for dietary requirements such as vegan and halal. In principle, all students are expected to have school lunch, but packed lunches may be permitted for those with specific circumstances. We will do our best to accommodate individual allergies, although we are not in a position to make a firm guarantee at this stage.

Specific events and activities beyond the standard curriculum (such as sports days and overnight trips) have not yet been finalised, but we are exploring options including outdoor activities and events in collaboration with other schools. Overnight events are a future possibility, but are likely to come once the school's first year of operations has settled.

Although year groups are limited in the first year, we will create natural opportunities for children of different ages to mix through outdoor learning, events such as sports day, cross-disciplinary projects, assemblies, play, mealtimes, and activities to care for the school grounds and forest. Rather than older children simply 'teaching' younger ones, we value relationships where each child contributes their strengths and perspectives and everyone learns together.

At AHIS, we understand diversity to encompass not only nationality and language, but also culture, family background, interests, strengths, ways of thinking, and ways of learning. Our admissions process is designed with community diversity in mind, and our scholarship programme exists to ensure that financial circumstances do not limit a child's options. We also aim to connect with local community members, experts, parents, and schools and communities both in Japan and abroad, creating opportunities for children to encounter a diverse range of people and perspectives beyond the school gates.

The number of classes and how they are organised will depend on actual enrolment numbers for each year group, so this has not yet been finalised. If multiple classes are formed, we will take into account students' ages, language backgrounds, academic and social needs, friendships, and the overall balance of the class. Classes are not necessarily reorganised every year — we will assess each year whether a reorganisation would benefit students' learning and social development. Details will be shared once confirmed.

AHIS has no interest in becoming an insular "international school bubble," cut off from the surrounding community. We see the nature, people, culture, and industries of Akiya, Hayama, and Yokosuka as vital resources for learning — and we plan to weave local engagement into the curriculum through interactions with community members and professionals, fieldwork and activities in the area, and hands-on experience caring for the forest and local environment.

Our Head of School grew up in Hayama and later attended an international school — yet Hayama always felt like home. That sense of belonging came not simply from which school she attended, but from the fact that her connection to the local nature, people, language, and daily life was never severed.

At the same time, we want to be honest: building friendships in the neighborhood and participating in local activities depends on where families live and how they structure their lives outside of school. This is something a school alone cannot guarantee.

What AHIS can do is create opportunities for children to look beyond the school gates — to develop genuine curiosity and a sense of responsibility toward the communities they live in, and to feel that this place, too, is somewhere they belong.

We anticipate that approximately 30–50% of the school population will hold non-Japanese nationality. Lessons are conducted primarily in English, and teacher-student communication will also be in English. For informal conversation between students and group work outside lessons, there is no intention to enforce a blanket rule such as 'English Only'.

Specific activities for the after-school programme (Discovery Club) after the school opens are currently being planned. Our pilot Discovery Club programme, running from October 2026 before the school opens, should give you a good sense of what to expect. Discovery Club is envisaged as a community open not only to enrolled AHIS students but also to their older siblings and children from the local area.

The fees for extended care (Extended Care) and the after-school programme (Discovery Club) are currently being finalised. We know this is important information for families where both parents work, and we are doing our best to share it as soon as possible.

AHIS asks families to share our educational philosophy — embracing challenge, learning from failure, and respecting diversity — and to approach the relationship with the school as a partnership in your child's growth and development. As a new school, we are keen for parents to participate actively in the process of building the school together. We want to create specific opportunities for parents' professional expertise and experience to contribute to educational projects and lessons, as well as opportunities for community involvement — and we look forward to hearing your ideas.

We plan to operate at least two school buses — one covering the Kamakura/Zushi area and one covering the Yokosuka area. Final routes will be determined based on the needs and preferences of enrolled families. For the Fujisawa area, depending on the number of families requesting that route, it may not always be possible to run directly to Fujisawa — in that case, we would expect families to travel by train to Kamakura or Zushi station, from where a school bus would pick them up. The timeline and process for finalising service areas have not yet been determined.

Yes — the school bus will operate for both the morning commute and afternoon dismissal during normal school hours. However, whether the bus will also run following after-school programmes and extended care has not yet been confirmed, though we are working to arrange this.

We do not plan to have a pool on site at opening, but we are exploring the possibility of using the pool at the nearby Shonan Kokusai-mura Centre. We are also considering the possibility of organising sea-based activities during the summer months.

Multiple CCTV cameras will be installed, and a security guard will be on site during school hours. Anyone entering or leaving through the security perimeter will be required to carry visible identification, such as a lanyard tag.

Yes — all classrooms, the cafeteria, and the gymnasium are fully equipped with heating and cooling systems.

There is a possibility of introducing a boarding programme in the future, but we are not in a position to make any firm commitment at this stage. Unfortunately, we do not currently have any housing support in place for families.

The two programmes are designed for different age groups, so we recommend starting there.

If your child is 6 or 7 years old as of August 31, 2026, they are eligible for both programmes, but you may apply to only one.

Both programmes take place primarily in the forest, but here is how they differ:

Create/Move/Tech is designed for children aged 4–7, with a greater emphasis on English language development — including comprehension, vocabulary, and communication — alongside hands-on creative and tech-based activities.

Nature is designed for children aged 6–12, with a focus on outdoor survival skills, nature exploration, and developing independence in a natural environment.

The level of English proficiency required differs between the two programmes.

・Create/Move/Tech: As English language development — including comprehension, vocabulary, and communication — is a core goal of this programme, no prior English proficiency is required at the time of application.

・Nature: English language development is not the primary focus of this programme, and a basic level of English is expected.

Both programmes are conducted primarily in English, with EAL support available.

Yes, you are welcome to apply even if you cannot attend every session. Please note, however, that the full term fee of ¥60,000 (3 months) is paid upfront and covers the entire term regardless of attendance. In addition, if applications exceed capacity, priority may be given to families who are able to attend the full term.

Unfortunately, we are unable to offer make-up sessions or refunds for missed sessions. As the full term fee of ¥60,000 is collected in advance as a single payment, we kindly ask for your understanding on this policy.

A school bus service is not planned for Discovery Club at this time. Please make your way to the location by private car or public transportation. Details on the meeting point, drop-off, and pick-up arrangements will be shared upon acceptance.

Food and drinks are not provided. Details on what to bring including water bottles will be shared upon acceptance.

Light rain is not a reason to cancel. Children are encouraged to come dressed for the weather, and sessions will continue in the forest with rain gear on. However, if a weather warning is issued and outdoor activities would pose a safety risk, we will notify families in advance and the session will be cancelled. In such cases, make-up sessions and refunds will not be available. We appreciate your understanding.

Please also note that, for Program 1 (Create/Move/Tech), we may start and end a bit early (3:00PM-4:30PM) as it starts to get darker in the evenings.

Participation in Discovery Club — or how your child behaves during sessions — has no bearing on the AHIS admissions process. That said, we hope Discovery Club gives your family a wonderful opportunity to experience AHIS's philosophy and approach to learning firsthand before the school opens.

Yes! The Discovery Club Pilot Program runs on a 3-month term basis before the school opens. The current term runs from October to December 2026, and the next term is planned for January to March 2027. We hope to see you then!