At Harrow International School Appi Japan, we want every family to feel confident and informed about their child’s learning journey — here you’ll find answers to our most commonly asked questions about our academic programmes and curriculum.
As a full boarding school, we have the unique advantage of knowing our students exceptionally well, as they are in our care around the clock.
Our small class sizes allow our Beaks (teachers) to develop a deep understanding of each student’s strengths, areas for improvement, and personal interests. This insight is further enhanced by the consistent use of both formative and summative assessments.
Each student is assigned an academic tutor who also works in-house with them, fostering strong and supportive relationships. These tutor groups are deliberately small—currently ranging from 4 to 17 students—which enables close academic monitoring. Academic tutors work closely with phase leaders and subject beaks to maintain a comprehensive overview of each child’s progress and to implement individualised support plans when needed.
We report to parents three times a year—once per term—following a dedicated Learning Review Week. Each report provides a comprehensive overview of a student’s academic attainment, progress, and learning attributes. Reflecting our commitment to a holistic education, each term’s report offers written feedback from a different perspective.
In the first term, reports include contributions from the boarding house, offering insight into a student’s personal development and pastoral care. The second term focuses on academic feedback from subject teachers, highlighting classroom learning and progress. In the final term, students complete a personal reflection on their year, accompanied by a tutor’s comment that captures overall development and engagement with the enrichment programme.
In addition to formal reports, parents receive regular fortnightly updates from their child’s tutor, ensuring ongoing communication and support throughout the term. Parents are also kept informed through a range of school-wide newsletters, which provide updates on school life, key events, and wider developments within the Harrow Appi community.
We report to parents three times a year—once per term—following a dedicated Learning Review Week. Each report provides a comprehensive overview of a student’s academic attainment, progress, and learning attributes. Reflecting our commitment to a holistic education, each term’s report offers written feedback from a different perspective.
In the first term, reports include contributions from the boarding house, offering insight into a student’s personal development and pastoral care. The second term focuses on academic feedback from subject teachers, highlighting classroom learning and progress. In the final term, students complete a personal reflection on their year, accompanied by a tutor’s comment that captures overall development and engagement with the enrichment programme.
In addition to formal reports, parents receive regular fortnightly updates from their child’s tutor, ensuring ongoing communication and support throughout the term. Parents are also kept informed through a range of school-wide newsletters, which provide updates on school life, key events, and wider developments within the Harrow Appi community.
Our beaks use a combination of formative and summative assessments within the classroom to monitor each student’s progress closely. These assessments inform the individualised feedback given to students, helping them understand how to improve.
Beyond the classroom, our Learning Review Weeks provide dedicated time for academic staff—including subject beaks, department heads, phase leaders, and academic tutors—to collaboratively review student performance. This enables us to identify individuals or groups who may need extra support. Once identified, targeted interventions are put in place to help close any gaps, ensuring each student receives the support they need to catch up and thrive.
At present, we do not have a formal private tutoring programme in place. However, this is something currently under discussion. We are exploring a model where private academic lessons may be offered to students who have a specific need and request additional support. Our aim is to ensure that any such provision is tailored, purposeful, and aligned with the individual student’s learning goals.
Each student is given individually tailored guidance and support with their university applications by the Sixth Form team, including the Head of Sixth Form, Assistant Head of Sixth Form, University Guidance Counsellor, Sixth Form Tutors and A Level subject teachers. Our goal is to ensure that each student is fully supported in searching for and applying to the universities and courses that are right for them, wherever in the world and in whatever discipline that might be.
Learn more about our University Counsellors here.
Yes, A-levels are widely recognised and accepted by US universities, including top-tier institutions. In fact, A-levels are often viewed very positively as they demonstrate subject depth and academic rigour. Students applying to US universities with A-levels may need to supplement their applications with standardised test scores (such as the SAT or ACT), depending on the university’s requirements, but many institutions now offer test-optional policies. Our academic and university guidance teams are well-equipped to support students through this process.
We are proud to be an official SAT testing centre, which means our students can sit the exam on campus in a familiar and supportive environment. This removes the need to travel to Tokyo or other external locations, allowing students to focus fully and perform at their best.
Still have questions? Please do not hesitate to contact us here. Our team will be happy to assist you.