Blending British and IB curricula for improved student success and progression: Kyoto International School (KIS), Japan

KIS was the first school in Japan accredited by the Council of British International Schools (COBIS) via the WASC route and prides itself on its inclusive, diverse community, representing over 20 nationalities. With a strong emphasis on creativity, resilience, and integrity, KIS fosters globally minded individuals prepared to thrive in an interconnected world. The school’s not-for-profit status ensures that all resources are directed toward enriching student learning and well-being.

Matt Topliss is the Principal and a seasoned international educator with over 15 years of leadership experience across the UK, Bahrain, Egypt, Morocco, and now Japan. Holding an MA in Education from the University of Bath and the National Professional Qualification for Headship (NPQH), Matt is a Fellow of the Chartered College of Teaching and a respected voice in global education circles.  Known for his transformative leadership style, Matt specialises in school improvement, staff development, and student-centered learning. 

“A culture of trust, communication, and valuing individuals, is key to how KIS inspires active learners and develops global citizens.” says Matt.

Educational philosophy and curriculum integration

KIS provide the best educational pathways for its young people through creative and innovative curriculum selection. It has achieved this by combining a British curriculum with the International Baccalaureate (IB). This dual track approach provides the breadth and depth of teaching and learning content provided by the British Curriculum, while maintaining the IB's inquiry-based pedagogical framework. The Primary Years Programme (PYP) and Middle Years Programme (MYP) provide pedagogical structures without prescribing content, while Pearson’s iPrimary,  iLowerSecondary and International GCSE curriculum supplies the content which the British curriculum is known for.

This has also helped overcome some of the challenges faced in Japan, such as providing support for students with learning needs, the need for rigorous academic standards alongside holistic education, and the importance of preparing students for an uncertain future with jobs that may not yet exist. The school have recognised the necessity of combining academic rigor with inquiry-based learning to equip students effectively for life and university.

Dual track curriculum for personalised progression

Following the success of the dual track approach at primary and lower secondary, the school is now using a similar approach from 14-18 with the introduction of teaching resources, content and approaches from the International GCSE and International A levels to support preparation for the IB Diploma.

The international school context in Japan and student destinations

Japan's international schools currently face unique challenges, including a lack of distinct status compared to Japanese schools, and political scepticism about international education. Despite this there is increasing interest from Japanese families seeking internationalism, English language acquisition, and inquiry-based learning as alternatives to traditional Japanese learning.

University destinations and market trends

There has been a shift away from the United States as a destination for students, partly due to political and admission barriers, with Australia and Japan becoming more prominent options. Japanese universities are expanding English-taught courses and accepting qualifications like A levels and the IB Diploma. The school aims to prepare students for these opportunities through internationally recognised qualifications that provide real choices for global higher education.

Parental expectations and regional differences

Parents from diverse backgrounds, including Japanese, Chinese, and Malaysian, strongly support the addition of British curriculum rigor within an international framework, valuing qualifications that provide broad global university access. 

“The British curriculum's reputation as a ‘gold standard’ internationally is a significant factor in parental choice, even when students do not plan to study in the UK.” - Matt Topliss, Principal, Kyoto International School (KIS)

Assessment strategy

The school plans to use International GCSE and other British qualifications to provide structured assessment routes that prepare students for the IB Diploma and beyond. KIS believe the International GCSE could be a great way to introduce formal examinations and prepare students for the IB.

Future direction

KIS advocates combining British curriculum structure with IB's framework to improve education quality and student outcomes. There is a commitment to sharing successes and engaging with the local community, other schools, universities, and organisations like the British Council. The approach prepares students not only academically but also socially and globally for the challenges of the future.