Developing global citizens who can think, learn and act independently
in a learning environment where students forge their own paths for the future.
Ability to think
In understanding and appreciating people’s differences, we strongly affirm a policy of non-discrimination, in terms of ethnicity, national origin, religion, gender, and disability. We value the strength in diversity among the people of the world. We understand that by underlining people’s differences, there can be difficulty in equitably assessing some of the world’s most challenging issues. Children need awareness, intellect, and sensitivity to understand and to act on the facts of a matter. Children of diverse backgrounds gathering together to learn at AMICUS in the same space is the embodiment of the essence of globalized education.
A school is a highly socialized entity that is profoundly influenced by society at large. At the same time, a school nourishes and enriches society. A society builds schools, and schools provide the building blocks for a society. AMICUS aims to serve our community and the world by contributing to society through educating children to value their lives as thinkers, lifelong learners, and doers.
Characteristics of AMICUS “Glocal Citizens”
AMICUS provides a rich learning environment that helps develop in our young people a glocal mind-set. It employs a holistic approach to nurture our learners to be creative thinkers (THINK), independent learners (LEARN) and risk takers (ACT).
# Creative Thinker
- Thinks globally and appreciates cultural diversity
- Takes multiple perspectives on a problem
- Communicates effectively and confidently in multi-cultural settings
# Independent Learner
- Questions, reflects and perseveres
- Takes responsibility for lifelong learning
- Uses technology adeptly
# Risk Taker
- Exercises initiative, resilient and embraces change
- Is adaptable, innovative and collaborative
- Possesses socio-cultural sensitivity and awareness
What is immersion education?
The term “immersion” has its origin in the word “to immerse,” such that this concept is generally understood to mean a “language bath” in which the children are immersed in a stimulating environment that is conductive to language acquisition. In a similar way, students are immersed in an English environment in the AMICUS’ Immersion Education. This is different from learning English in English classes. In AMICUS, students need to communicate in English from the start of the day in morning homeroom and learn the content of the most subjects via English, because English is used as the medium of communication and instruction for daily activities. The aim of immersion education at AMICUS is the development of two languages, the native language and the second/foreign language, as well as the appropriate knowledge of the course content and intercultural competence. Both the English and Japanese languages and cultures are valued equally in the school. Various cultures including Japanese culture will be introduced to the students by our international staff.
AMICUS wants students to develop an international perspective where they see cultural similarities before they see differences, while enjoying the intercultural communication and exchange. We believe the teaching of language cannot be separated from the reaching of culture if we aspire to nurture our students to be Glocal Citizens.