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Where would you like to study? Select cities to refine your search.
Any Curriculum
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Cambridge Lower Secondary Programme (CLSP) at GIIS Tokyo

A Learning Pathway for Secondary Education Students, Fostering Curiosity and a Lasting Passion for Learning

Admissions Open for Academic Year 2026–27.

What is Cambridge Lower Secondary Programme (CLSP)?

At GIIS, one of the curriculum options for secondary education is the Cambridge Lower Secondary Programme (CLSP). This prestigious international curriculum caters to students aged 11-14 years, forming part of Cambridge Key Stage 3. The CLSP is designed to develop exceptional skills, knowledge, and understanding in students who aim for an international learning path. GIIS guides students in exploring new abilities and developing the extraordinary skills necessary for life. The CLSP curriculum is available at our Higashi Kasai Campus, offering students a robust foundation for their educational journey.

CLSP - Cambridge Programme at Global Indian International School in Tokyo

The Cambridge Lower Secondary Programme (CLSP) sharpens the knowledge and skills of students in grades 6, 7, and 8 (Key Stage 3). This curriculum identifies the exceptional skills required in learning objectives for English, Maths, and Science, allowing facilitators to model the curriculum them for higher qualifications like IGCSE and guiding them towards the right career paths.

CLSP at GIIS Tokyo

GIIS is a pioneering educational institution known for its high-quality education and ultra-modern facilities, balancing students' holistic development with its 9GEMS framework while maintaining a strong academic track record in curricula like the Cambridge Lower Secondary Programme (CLSP). This curriculum provides a foundation for students opting for an international pathway, building their skills in creative thinking, application of knowledge, and problem-solving.

Our smart classrooms are well-equipped with the latest smart devices and technologies, making students inquisitive and enabling them to choose the best progression options within the CLSP framework.

The CLSP curriculum at GIIS, often regarded as one of the best secondary level educations, is infused with innovative teaching approaches, well-structured textbooks, and excellent learning activities that enhance outcomes. Our award-winning 9GEMS holistic framework is deeply integrated within the CLSP curriculum, making GIIS one of the best Cambridge international schools in Tokyo.

Expert Teachers

Our Cambridge students are taught by experienced teachers who possess immense expertise in the Cambridge Lower Secondary curriculum and have won multiple awards in their respective disciplines. Our teachers undergo rigorous training to handle the children with ease and proficiency, ensuring the highest standards of education and student support.

CLSP - Cambridge Programme at Global Indian International School in Tokyo

The Cambridge Lower Secondary Programme (CLSP) strengthens the knowledge and skills of students in Grades 6 to 8 (Key Stage 3). The curriculum establishes clear learning objectives in English, Mathematics, and Science, equipping students with a strong academic foundation for progression to IGCSE and supporting informed future academic and career pathways.

The Learning Community

The powerful commitment to uniting a community of learners on one platform makes GIIS the best IB Primary school. Our high-quality learning approach develops the critical and creative thinking capabilities of students. We recognise students, their families, school staff, and all adults involved in learners’ lives as an integral part of the learning community. The PYP education enhances students' skills and knowledge, builds their learning profiles, and shapes them into internationally minded individuals.

Student Life at GIIS Includes

Top Reasons for Choosing CLSP at GIIS Tokyo

Data Analytics at GIIS

GIIS schools in Tokyo use a unique methodology to monitor the academic and non-academic progress of our students. We have developed methods and deployed technologies that provide raw data on students’ performance inside and outside the classroom. Data analytics in academics at GIIS is called the 7S method, where teachers and coordinators gather statistics on a student’s marks in seven different areas of development. This includes school, segment, section, subject, subject-teacher, student, and summary.

Assessments at GIIS

The GIIS community thrives with the involvement of parents, who play a key role in the success of the students. To build seamless communication and foster strong relationships with parents, our school conducts various events and activities such as meet-and-greet sessions, orientation sessions, parent-teacher meetings, one-on-one sessions, and more.

English as First Language

CLSP learners develop first language competency in English designed to succeed in any environment and promote cross-cultural understanding. The curriculum promotes an enquiry-based approach to learning, develops thinking skills, and encourages intellectual engagement. The programme is presented in five content areas or ‘strands,’ which are further divided into ‘sub-strands.’

Cohesive approach between Teachers and Students

Throughout the programme, teachers focus on formative feedback and the skills they want students to develop. When a given challenge is completed, teachers discuss with students ‘what went well’ and how they can improve further, allowing students to reflect on and enhance their performance. Students also produce individual research projects.

English Language Support (ELS)

university-press

01

Programme Context

“It takes multiple years for English learners to gain a high enough level of language proficiency to perform on par with their native English‐speaking peers. English learners cannot wait until they are fluent in English to learn grade‐level content. Instead, they must continue to develop their math and reading skills as well as their knowledge of social studies and science, even while learning English.”
Source : educationnorthwest

At GIIS Tokyo campuses English proficiency is of the utmost importance. We recognise our students’ efforts and want to make sure they have the support necessary to become fluent global communicators. With that purpose in mind, in the year 2020 we introduced an English Language Support (ELS) programme at GIIS Tokyo.

02

Programme Overview

The mission of our ELS programme is clear: to assist our non-native English speakers, as well as those students who may require additional support, in acquiring the desired level of English language proficiency.

The ELS programme is a value-added service, i.e., free of cost and available at our Higashi Kasai Campus for Grade 6-8 CLSP students.

GIIS offers several different curricula (CBSE, CLSP, IGCSE, IBPYP, and IBDP) across its campuses in Tokyo. Each of these curricula has specific frameworks and pedagogical approaches, and the ELS model has been tailored to suit each one.


What You Need to Know About Second Language Learning:

  1. Children can take up to ten years to become fluent in a second language.
  2. Children learn second languages in the same way they learn their first – speaking and listening, followed by reading and writing.
  3. While children are diverse and learn in many different ways, there are recognisable steps towards fluency that can be roughly divided into five stages.
  4. Children may work in more than one stage depending on the context, and learning is not necessarily a steady acquisition but rather a dynamic process of ever-changing needs.
  5. The role of translanguaging (using the mother tongue to better understand the second language) is vitally important.
  6. Children must be supported in the continued growth of their first language to better understand their second.

03

Programme Structure

GIIS employs a hybrid push-in/consultant model for PYP ELS.

In this model, fifty percent of the PYP teacher’s time is utilised towards ELS in the classroom. This is a preset time that’s evaluated every three months in conjunction with the ELS teacher, the homeroom teachers, and the PYP Deputy Head.

The remaining fifty percent is spent in a consultant style, where the ELS teacher works with students and classes in a variety of ways, including:

  1. Scheduled short periods of intensive vocabulary building/targeted needs of individuals and small groups.
  2. A biddable schedule where teachers can sign up in advance for further sessions with the ELS teacher.
  3. Scheduled meeting slots with teachers for planning and preparation purposes.
  4. Assessments, data collection, and data analysis using our robust proprietary data analytics systems.

This second fifty percent is dynamic, responsive to shifts in need and focus, and respectful of children’s socio-emotional welfare.

04

Identification of Students

Children are identified as in need of ESL support in a number of ways:

1. Identified during admissions
2. Identified by parents
3. Identified during classes

Identification will include the type of ELS support they will likely need and will be part of an ongoing conversation with homeroom teacher, ELS support teacher and families.

Children will be in the programme for differing lengths of time appropriate to their needs. They can also be identified at any time during the school year. Needs can vary and can include beginning, functional, inferential and metaphorical levels of understanding. A tracking system is used by the homeroom and ESL teacher that identifies  levels of ability. The belief is that  the child will benefit best from being with their peers.

05

Schedule and Syllabus

To ensure high focus and tangible outcomes our ELS programme is well structured and comprises 3 groups.

Group E-G1 : Grade 6 (11-13 Years old)

Group E-G2 : Grade 7 (14-15 Years old)

Group E-G3 :Grade 8 (16-17 Years old)

GROUP E-G1, E-G2 : 2 classes / Week of 50 minutes each

GROUP E-G3 : 4 classes / Week of 50 minutes each

Our ELS lessons are extracts of “Cambridge Global English course book” series by Cambridge University Press, Stages 7-9. Cambridge Global English is an innovative suite of materials and content for young English as a second language learners.

It is based on Common European Framework of Reference for Languages (CEFR), one of internationally recognized standard for language development

Every Child has a unique learning path. Check if CLSP is the right fit for your child.

As a Virtual 1:1 Meeting

Subjects Offered for CLSP

  • First language: English
  • 2nd language: Japanese* 2 levels/ French
  • Mathematics
  • Science
  • Cambridge Global Perspectives
  • Computing

Scholarships

What’s it like to be part of GIIS Tokyo Family?

Extra Curricular & Co-Curricular Activities

The holistic approach towards education and the phenomenal facilities make GIIS the ultimate choice among international schools in Japan. We strive for excellence in both academic and non-academic activities. We provide outstanding opportunities to nurture the inherent talent each student possesses and make it mandatory for students to participate in any of our exceptional ECA or CCA activities.

Our wide range of remarkable activities includes indoor and outdoor sports, skill-based education, clubs, jockeying, videography, and more, which develop the social, physical, and team spirit abilities of the students.

Tennis

Soccer

Badminton

Table tennis

Karate

Board Game (Chess and Carrom Board)

Volleyball

Bollywood Dance

Bharatanatyam

Igo

Craft club

Spelling and speeches

Kathak Dance form

Tabla

Carnatic vocal

Spanish club

Science Club

Math Club

Needle Art

Drawing and Painting

Smart Learning & Digital Classrooms

Technology being at the top of our infrastructure and education system, GIIS offers the superlative NextGen facilities at the campus like digital classrooms and collaborative spaces that facilitates students’ active participation and collaboration. The varied learning capabilities add brilliance to the PYP school with Smart learning that equips students with innovative tools and technologies. The well-designed virtual school encourages students to hone their digital skills and be prepared for the future of online learning platforms.

Interested in other Curricula?

IGCSE

Grade 9 - 10

IBPYP

Grade 1 - 5

IBDP
(DIPLOMA)

Grade 11 - 12

CBSE

Grade 1 - 12

GMP

KG1 - KG2

IBDP
(BRIDGE)

Grade 11 - 12

Student Resources

Access the GIIS Tokyo School Calendar and School Brochure to keep track of academic schedules, holidays, events, and key programmes. Ideal for parents exploring an international school in Tokyo, these resources highlight our globally recognised curricula, holistic education approach, modern facilities, and the pathways we provide to help students become confident, future-ready learners.

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国際バカロレア(IB)とは?4つのプログラム・メリット・デメリットをわかりやすく解説

「国際バカロレア(IB)という言葉は聞いたことがあるけれど、実際にはどのような教育なのかよく分からない」という方は多いのではないでしょうか。国際バカロレアは、世界共通の教育プログラムとして多くの国で導入されており、お子さまの思考力や表現力を育む学びとして今、注目を集めています。 一方で、「授業が難しいと聞くけれど本当?」「うちの子どもに向いている?」といった不安を感じることもあるでしょう。この記事では、国際バカロレアの概要や4つのプログラム、メリット・デメリット、そして難易度について、保護者の方にもわかりやすく解説します。 国際バカロレア(IB)とは? 国際バカロレア(IB)とは、スイスに本部を置く国際バカロレア機構(IBO)が提供する、世界共通の教育プログラムです。単に知識を覚えるのではなく、「自ら考え、課題を発見し、解決策を導き出す力」を育てることを重視しています。 実際の授業では、探究学習やディスカッション、プレゼンテーションが多く取り入れられています。お子さまの批判的思考力や探究心、表現力を養うため、暗記中心の学習とは異なるアプローチとして世界中で高く評価されているのです。 また、ディプロマ・プログラム(DP)を修了し、所定の条件を満たすと、国際的に通用する大学入学資格が得られます。海外大学への進学を目指す方はもちろん、グローバルな視点や主体的な学びを大切にしたい方にとっても魅力的なプログラムといえるでしょう。 なお、国際教育にはIB以外にもAレベルなどの資格が存在します。学習内容や進学ルートはそれぞれ異なりますので、必要に応じて関連記事も参考にしてください。 関連記事:IBとAレベル:将来への準備になるのはどちら? 国際バカロレアが生まれた背景 国際バカロレアは、1968年にスイスで設立されました。国や地域によって教育制度が異なるなかで、お子さまが世界のどこにいても質の高い学びや進学を続けられるようにすることが設立の目的です。 設立当初から「世界中の生徒が同じ基準で学べる教育を」という理念を掲げており、国際的な視野や異文化理解の育成を重視してきました。現在では世界100以上の国と地域で導入され、多くの学校で理念が受け継がれています。 国際バカロレアの4つのプログラム 国際バカロレアには、お子さまの年齢や発達段階に応じた4つのプログラムが用意されています。幼少期から大学進学前まで、一貫した学びを提供している点が大きな特徴です。 まずは、プログラムごとの対象年齢と特徴をご覧ください。 プログラム 対象年齢 特徴 PYP(初等教育プログラム) 3〜12歳 遊びや探究活動を通じて主体的に学ぶ力を育む MYP(中等教育プログラム) 11〜16歳 教科横断型の学習で思考力や応用力を伸ばす DP(ディプロマ・プログラム) 16〜19歳 修了により国際的な大学入学資格の取得を目指す CP(キャリア関連プログラム) 16〜19歳 職業教育とIBの学びを組み合わせて実践力を養う PYP(プライマリー・イヤーズ・プログラム) PYPは3〜12歳を対象とした初等教育プログラムです。お子さまの好奇心や探究心を大切にし、自ら学ぶ姿勢を育むことを目的としています。 授業では遊びや体験活動を積極的に取り入れ、「なぜそうなるのか」を考える機会を多く設けています。知識を一方的に教えるのではなく、お子さまが自分で問いを立てて学ぶ力を養います。 MYP(ミドル・イヤーズ・プログラム) MYPは11〜16歳を対象とした中等教育プログラムです。教科ごとの知識習得に加え、学んだ内容を現実社会の課題と結び付けながら理解を深めます。 複数の教科を関連付けて学ぶ「教科横断型」のアプローチを採用し、論理的思考力や問題解決能力を育成します。将来的にDPへ進むための、大切な土台となるプログラムです。 DP(ディプロマ・プログラム) DPは16〜19歳を対象とした、国際バカロレアの中核を担うプログラムです。世界中の大学進学を見据えて設計されており、高度な学術的能力や思考力を養います。 所定のカリキュラムを履修し、最終試験で基準を満たすと「IBディプロマ」という大学入学の資格が取得できます。この資格は世界各国の大学で広く認められており、日本国内でも入学選考や出願資格として活用する大学が増えています。 CP(キャリア関連プログラム) CPは16〜19歳を対象としたプログラムで、大学進学だけでなく、将来の職業や専門分野も見据えた学びを提供します。IBの教育理念を取り入れつつ、職業教育や専門的な学習を組み合わせ、実践的なスキルを身につけられる点が特徴です。 国際バカロレアのメリット 国際バカロレアは、単に海外大学への進学を目指すための資格ではありません。学力はもちろん、思考力や表現力、異文化への理解といった「これからの時代に求められる力」をバランスよく育めます。 ここでは、国際バカロレアの主なメリットをご紹介します。 世界中の大学で通用する資格 国際バカロレアの大きなメリットは、世界中の大学進学に活用できることです。特にDP(ディプロマ・プログラム)を修了してIBディプロマを取得すると、多くの海外大学への出願が可能になります。 IBディプロマは世界110以上の国・地域の大学で評価されており、国際的なパスポートのような役割を果たします。また、日本国内でもIB入試を導入する大学が増えており、進路の選択肢を広げられる点は大きな魅力です。 将来の進学先として国内外を問わず、幅広い視野を持ちたいお子さまにとって有利な資格といえます。 思考力・表現力が自然に身につく 国際バカロレアでは、知識の暗記にとどまらず、自分で考え、その考えを相手に伝える力を非常に重視しています。 授業では論文やレポートの作成、プレゼンテーション、ディスカッションなどに取り組む機会が多くあります。そのため、「何を覚えたか」という結果以上に、「なぜそう考えるのか」「根拠は何か」を論理的に説明する力が求められるのです。

モンテッソーリ教育とは?考え方やメリット・デメリットをわかりやすく解説

「モンテッソーリ教育」という言葉を聞いたことはあるものの、実際にどのような教育法なのかよく分からないという方も多いのではないでしょうか。 モンテッソーリ教育は、子どもが本来備えている「自ら成長しようとする力」を最大限に引き出す教育法です。世界中でその価値が認められており、日本国内でも幼稚園や保育園、インターナショナルスクールなどで広く採用されています。 ただ、実際に何を学ぶのか、一般的な教育環境と何が違うのか、そして我が子に適しているのか、といった疑問を抱く保護者の皆様も少なくありません。 本記事では、教育の専門家としての視点から、モンテッソーリ教育の考え方と特徴を解説します。お子さまの未来を拓く教育選びのヒントとしてご活用ください。 モンテッソーリ教育とは? モンテッソーリ教育とは、イタリア人医師・教育者のマリア・モンテッソーリ博士が提唱した教育法です。1907年に開設した「子どもの家」での実践や観察を通じて発展し、現在では世界各国で取り入れられています。 この教育法の根幹にあるのは、「子どもには自発的に成長する力が備わっている」という信頼です。子どもは自ら学び、自分自身を作り上げていく存在であり、大人はその歩みを阻害することなく、適切な環境を整えて支援する役割を担います。 そのため、子どもの興味や発達段階に応じた「教具」を用意し、自発的な活動を促すのが大きな特徴です。「やってみたい」という内発的な動機を尊重することで、生涯の土台となる自立心や深い集中力が育まれていきます。 考案者マリア・モンテッソーリとは? 創設者のマリア・モンテッソーリは、イタリア初の女性医師としても知られています。彼女は医学的・科学的な観察を通じて、「適切な環境さえあれば、子どもは誰かに強要されなくても自ら学び始める」という本質を見出しました。 大人が一方的に知識を詰め込む従来の教育とは異なり、モンテッソーリは、自由な選択が許される環境においてこそ、子どもが真の能力を発揮し、驚くべき成長を見せることを証明したのです。 こうした実践から生まれた教育法は現在、世界100以上の国と地域に広がり、「個を尊重する教育」の揺るぎない指標となっています。 モンテッソーリ教育の基本的な原理・考え方 モンテッソーリ教育が目指すのは、知識の受動的な習得ではなく、自らの意志で探究し続ける姿勢の育成です。ここでは、その教育哲学を支える3つの柱について解説します。 自己教育力 子どもは生まれながらにして、自らを教育する「自己教育力」を持っています。大人が無理に教え導かなくても、自発的に環境と関わり、必要な能力を獲得していく存在なのです。 幼い子が同じ動作を飽きることなく繰り返したり、「自分で!」と強く主張したりするのは、まさにこの力が働いている証拠です。興味のある対象に没頭し、試行錯誤を繰り返すプロセスこそが、確かな思考力と主体性を育みます。 そのため大人の役割は、先回りして手助けをすることではなく、子どもが自力で挑戦し、成功体験を積めるような環境を丹念に整えることであると考えられています。 敏感期 「敏感期」とは、特定の能力を習得するために、ある物事に対して並外れた感受性を発揮する期間限定の時期を指します。特に0歳から6歳の間は、この敏感期が波のように次々と訪れ、驚異的な集中力を発揮します。 子どもの成長段階に応じて現れる主な敏感期は、以下の通りです。 敏感期の種類 特徴 言語の敏感期 言葉を聞き取って話す力や、読み書きを習得する力が伸びる 秩序の敏感期 物の置き場所や生活のルールなどに、一定の秩序を求める 感覚の敏感期 見る・聞く・触るといった五感を通じて、物事の違いを敏感に感じ取る 運動の敏感期 歩く、走る、手先を使うなど、体の動きを身につける 数の敏感期 数や量、順序といった概念に興味を持ち始める 文化の敏感期 自然や地理、生き物など、身の回りの世界への関心が高まる 大人は子どもを深く観察し、今どの敏感期にあるのかを察知することが求められます。その時期にふさわしい活動や教具をタイムリーに提供することこそが、教育の質を左右する重要な鍵となります。 「環境」が教師 モンテッソーリ教育において、「環境」そのものが「教師」としての役割を果たします。教育者が口頭で教え諭すのではなく、子どもが自ずと学びたくなるような物的・人的環境を用意することが最優先とされるのです。 例えば、子どものサイズに合わせた棚に、美しく整えられた教具を並べる、自分で片付けられる仕組みを作る。これだけで子どもの主体性は大きく変わります。発達に合致した環境があれば、子どもは自力で学びを深めていけるのです。 この環境下において、大人は指導者ではなく「援助者」であることに徹します。子どもの活動を温かく見守り、どうしても必要な時にだけ最小限の助言を行うことで、子どもの自発的な学びの芽を大切に守り育てます。 こうした環境の力が、将来の難題にも立ち向かえる真の問題解決能力や、確固たる自信を育んでいくのです。 モンテッソーリ教育の5つの分野 子どもの発達を包括的に支えるため、モンテッソーリ教育は5つの体系的な分野に分かれています。日々の活動は「おしごと」と呼ばれ、これらを通じて社会を生き抜く知性と精神を磨いていきます。 ここでは、専門的に整理された教育の5本柱について見ていきましょう。 日常生活の練習 日常生活の練習は、着替え、掃除、食事の準備といった、自立した生活に必要な動作を習得する活動のことです。「自分のことは自分でする」という精神的な自立への第一歩となります。 例えばボタンの開閉や水の運搬、テーブル拭きなど、一見単純な動作に見えますが、これらは精緻な運動能力と同時に、一つの作業を完結させる強い意志と集中力を養います。 日常の身近な営みこそが、子どもにとって社会参加への誇りと自信を育む、最も重要な学びの場となるのです。 感覚教育 五感(視覚、聴覚、触覚、味覚、嗅覚)を研ぎ澄まし、物事の差異や共通点を認識する力を養います。幼児期は感覚器官の洗練期であり、この時期の豊かな感覚体験が知性の基盤となるのです。

Why Academic English Matters More Than Conversational English in International Education

Article Summary Conversational English helps students communicate socially, but academic English enables them to understand lessons, write effectively and succeed across subjects. In international education, students need subject-specific vocabulary, critical thinking language and structured writing skills to perform well. GIIS Tokyo’s ELPP and AEPP provide an additional English support programme

What Makes Montessori Education Different in a Technology-Driven World

Article Summary Montessori education nurtures independence, creativity and curiosity through hands-on, child-led learning experiences. Modern Montessori programmes such as GIIS Kuala Lumpur’s Global Montessori Plus (GMP) curriculum combine traditional Montessori principles with age-appropriate technology integration. In a rapidly changing digital world, Montessori learners develop critical thinking, adaptability and lifelong learning

The Rise of Affordable International Education in Tokyo: What Parents Should Really Compare

Article Summary Rising living costs and increasing tuition fees are prompting families to look beyond price alone when comparing international schools in Tokyo. Parents should evaluate educational value through curriculum options, academic outcomes, university pathways, student wellbeing and long-term continuity. Affordable international education does not mean compromising on quality; GIIS

Our Global Campuses

Frequently Asked Questions

CLSP or Cambridge Lower Secondary Programme is a secondary education curriculum offered for students in the age group of 11-14 years. It helps students to build the required skills and knowledge and be prepared to take further education in an age-appropriate way.

The CLSP curriculum in GIIS is offered to 6th, 7th and 8th graders otherwise called as Key Stage 3 in Cambridge . The main subjects offered are English, Mathematics, Science, the Cambridge Global Perspectives and ICT Starters.

The Cambridge Global Perspectives helps in building excellent skills like:

● Research
● Analysis
● Evaluation
● Collaboration
● Reflection Communication.

In the ICT Starters, our students can develop important skills with a range of applications like:

● Computer Programming
● Word Processing
●Digital Graphics
● Databases
● Spread sheets
● Emails
● Presentations
● Video Animations
● Internet
● Web Authoring.

English is offered as the first or second  language and concentrates on the following content areas:

● Reading
● Grammar and Punctuation
● Writing
● Speaking and Listening.

Campus tour is a unique facility offered by GIIS and you can register for this in advance based on the time slots provided. Visit our website to register for a campus tour or talk to our executives.

Book a Campus Visit or Virtual Counselling and our counsellors who will guide you on the next steps of the process during the campus visit.

We give you the exclusive facility of talking to our counselors in person. We can understand that you would have personal queries to be discussed and sorted out. Fill in your details here and we will schedule a meeting.

If you want to talk to any faculty of a particular department you can do so during the campus visit. You just need to book a meeting prior to fixing an appointment based on their availability.

To upload additional information speak to our counsellor or write to us at [email protected].

Yes, a one-time non-refundable application fee is charged that needs to be paid at the time of enrolment.

The school tuition fees at GIIS need to be paid either annually or term wise. We have three terms of four months each. The fee needs to be paid at the beginning of every term. Please visit our fees page for detailed fee structure.

The annual fee does not include books, uniform, transportation fee if applicable, competitive exams, etc.

The total recurring term fees for CLSP curriculum for the academic year varies year on year. For further details and breakdown of the fees, please refer to the fees section.

Not required. The international students seeking admission in GIIS need to take the assessment conducted by the admission counselors at the time of admission process.

GIIS offers the best scholarships for deserving candidates. The scholarships applicable for CLSP during Academic year 2021 -2022 are:

● 9 GEMS Holistic Development Scholarship
● Hideki Yukawa Global Skills Scholarship
● Sadako Ogata Merit cum Means Scholarship
● Global Future-Ready Merit Scholarship.

We provide unique learning experiences to students that prepare them to face the future challenges through value added programmes like STEM (Science, Technology, Engineering and Mathematics) with hands-on experience and innovative tools.We also provide additional value added service to  non native english speaking students with our proprietary English language Support Programme ( ELS ). Speak to our counsellors to know more

For the holistic growth of students the CCA makes GIIS the best international school in Tokyo. We offer:

● Kathak dance
● Bollywood dance
● Bharatanatyam
● Craft club
● Carnatic vocal
● General knowledge
● Pianica and Japanese song
● Origami
●Spanish club
● Girls Hiphop
● Cartoon drawing
● Tabla
● Spelling and Speeches and more.

GIIS offers excellent campus facilities to nurture students in a diverse environment like:

● Montessori laboratory
● Kindergarten play area
● Music room for kindergarten
● Britannica learning zone
● Library
● IT lab
● Math lab
● Audio visual room
● Yoga room
● Mahatma Gandhi centre for universal values
● Multi-purpose hall
● Separate labs for Biology, Physics and Chemistry.

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Vision, Mission & Core Values

Our vision is to become a global role model for teaching and learning.

History & Milestones

Since its inception in 2002, GIIS has continued to spread quality education over 10 countries in the continent.

Nishikasai Campus

We are located in a community which has a vibrant presence of both Indian and local populace

Higashikasai Campus

Spacious and green, this campus in the heart of Edogawa-ku is a state-of-the-art international school in japan

Seishincho Campus

Our newly established international preschool Campus is residing quietly along the Arakawa River side in Seishincho.

Kita Kasai Campus

The newest addition to the GIIS Tokyo mantle is located in the Kita Kasai region in Edogawa, Tokyo

Holistic Education Framework

Award-winning framework for all-round student development

Extra Curricular Activities

Extra-curricular activities are those activities, often sports-based, that take place outside of the GIIS classroom

Co Curricular Activities

Talent shows, performances, competitions, clubs and additional classroom work.

Admission Process

Get an overview of the admissions process

Book Campus Tour

Register for a tour of the campus to learn more about the school first hand

Book A Meeting

You can talk to our Admissions Counsellor online or in-person, as per your convenience.

Admission Form

Find all forms related to admissions procedure here

Fees

Get information on our fee structure for different grades

Admission

The Global Indian International School admission process is transparent, easy, and interactive.

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