Substance of Special Curriculum

•  Exception to the Standard Curricular Requirement

a) Okinawa AMICUS International aims to cultivate “truly global citizens” who demonstrate leadership skills both domestically and in the global community. To this end, English immersion is implemented from kindergarten through junior high, in which classes (general subjects) are taught in English; Japanese and Social Studies are the exception. In addition, our school shall institute an English curriculum (not covered in national educational guidelines) to realize our goal “to cultivate truly global citizens.”

b) The English curriculum shall be implemented throughout elementary school.

• Need to Implement Special Curricula, Taking Advantage of Unique Features

In context of its vision for a more self-sufficient economy, Okinawa Prefecture aims to form a “leading collective-intellect zone” of the Asia-Pacific region, with OIST at its core. To this end, attracting highly accomplished scholars and researchers to Okinawa is deemed essential, while arranging safe, pleasant living conditions, and especially, enhancing educational alternatives for their children, is indispensable.

Moreover, anticipating an increasingly globalized society, as characterized by the “Asian Gateway Initiative,” there is an impending need to prepare the local schools and educational environment as a whole to be more global-minded and richly diverse. This shall also serve to train the next generation of local leaders.

Considering the need to implement an effective model of specialized language instruction, introducing English Immersion is believed to both deliver results and broaden the list of educational options for local children. Our school is also expected to accommodate students of foreign nationalities, as well as those returning from abroad, which explains the substance of needing the JSL class.

For reasons stated above, we need to organize a special curriculum, to implement an education, and to furnish a global environment that will in turn cultivate truly global citizens who are naturally proficient in the global language–English.

Connection to regulations of educational goals under the Fundamental Law of Education and the School Educational Law

Article 2 of the Fundamental Law of Education stipulates that [we] respect the traditions and culture of our country and the towns, villages, neighborhoods which [we] call home and which [we] love, that [we] respect other countries, and [we] foster attitudes that contribute to international peace and development (Paragraph 5). Likewise, Article 21 of the same Law states that [we] shall gain proper perspective of current events, of our country’s history and that of our neighborhoods, shall respect our native traditions and culture, and shall foster an attitude of love for our country and neighborhoods which cultivated the same, and through willful and genuine interest in other cultures, respect for other countries, fostering an attitude that will contribute to international peace and development (Paragraph 3).

Children are expected to understand and respect their native traditions and culture, and to contribute to the global community as citizens. Our educational philosophy matches these goals. Our school goes beyond simply fulfilling the expectations of “Education for International Understanding,” as we strive to cultivate competent leaders who readily contribute to peace and development in the global community, for which language skills play but an essential part. Of course, this applies to students across the spectrum of nationality. Foreign students living in Japan are encouraged to nurture the “leader within,” by deepening their understanding of local culture and traditions, and by taking the initiative to interact socially with “local” classmates.

To accomplish this purpose through the 10-year integrated course (starting in kindergarten), and to ensure students acquire language skills, English is taught as a subject, and most other subjects are conducted mainly in English. The exception is Japanese language and Social Studies.

Concerns remain that implementing a comprehensive approach to English language instruction may have an adverse effect on native language skills, which may dilute students’ sense of identity as Japanese citizens. Nonetheless, our school is committed to support them, thus we assign a Japanese homeroom teacher, along with a non-Japanese assistant homeroom teacher, to avoid the rough “English-only” image. 

We embrace the image “English & Japanese,” as opposed to “English vs Japanese.” That is to say, we are dedicated to methods of instruction in which language skills will mutually and proportionately enhance each other, by intensive focus on both.

Japanese classes are implemented to benefit non-Japanese students also, yearly class-hours of which are set to exceed the MEXT standards. Teachers shall consider and devise implementation of Japanese class, for non-Japanese students to comprehend and appreciate the material.

Learning to appreciate the cultural traditions of Japan is another key objective for which renewed and increased awareness will be taught, by weaving traditional/classic arts and literature into the fabric of ordinary classes and special activities.