UWC ISAK Japan

Our students follow the International Baccalaureate Diploma Programme (IBDP), which is made up of three core components and six subject groups.

Average class size: 18 students

International Baccalaureate Diploma Programme

Core components

Theory of Knowledge: Students reflect on the nature of knowledge and on how we claim what we know.

The Extended Essay: An independent, self-directed piece of research finishing with a 4,000-word paper.

Creativity, Activity, Service (CAS): Students take part in a range of experiences and at least one project.

Subjects

Studies in language and literature: English Literature, English Language andLiterature, Chinese Literature, Chinese Language and Literature, Spanish Literature, Spanish Language and Literature, School Supported Self-Taught Literature

• Studies in language and literature: English Literature, English Language and Literature, Chinese Literature, Japanese Literature, Spanish Language and Literature, School Supported Self-Taught Literature
• Language acquisition: English B, Japanese B, Spanish B, Chinese Ab Initio, Japanese Ab Initio, Spanish Ab Initio

• Individuals and societies: Economics, History, Global Politics

• Sciences: Biology, Chemistry, Physics, Environmental Systems & Societies, Computer Science

• Mathematics: Maths – analysis and approaches, Maths – applications and interpretation

• The arts: Visual Arts, Theatre, Film

The Pre-IBDP Programme

UWC ISAK Japan welcomes boarding students between the ages of 15 and 19. Fifteen-year-old students can join the school as part of its three-year high school programme, which emphasises its flagship Leadership Programme in Grade 10, before merging with the two-year IBDP in Grade 11 (16-19 year-olds).

Co-curricular

All students at UWC complete a co-curricular programme called Creativity, Activity and Service (CAS) – an integral part of the IB qualification. Students get the opportunity to choose a physical, a creative and a social service activity.

Students are in charge of developing and running their own CAS projects in groups of eight or more students, so projects change from year to year. For example, recent CAS projects have addressed clothing recycling, environmental issues and sustainability, fundraising and support for Nepal, educational support for refugees in Asia, LGBTQ+ community advocacy, food waste and youth outreach.