Our High School Curriculum

Where Challenge Meets Opportunity

The High School curriculum at NIS is guided by the International Baccalaureate Diploma Programme (IBDP), providing students with a rigorous and internationally recognized framework for learning.

Students engage in a broad and balanced programme across six subject groups while developing increasing depth within their chosen areas of study. Through a combination of Standard Level (SL) and Higher Level (HL) courses, students build strong subject knowledge alongside advanced skills in critical thinking, research, communication, and problem-solving.

Learning in the Diploma Programme extends beyond individual subjects. Students are challenged to analyze complex ideas, evaluate multiple perspectives, conduct independent inquiry, and apply their understanding to authentic and unfamiliar contexts. The Diploma Programme Core, including Theory of Knowledge (TOK), the Extended Essay (EE), and Creativity, Action, Service (CAS), further encourages students to make connections across disciplines, reflect on their learning, and engage meaningfully with the world around them.

Throughout the programme, students are supported by experienced teachers who know them well and encourage them to take increasing ownership of their learning. This combination of academic challenge, personal growth, and individual support prepares students for success at university and equips them with the confidence, resilience, and curiosity to continue learning throughout their lives.

How We Assess Students in High School

Assessment at Nagoya International School is designed to support learning, provide meaningful feedback, and help students demonstrate growth over time. Rather than focusing solely on grades, assessment helps students understand what they know, what they can do, and where they can grow next.

Throughout high school, students engage in a variety of assessment experiences that reflect the goals of each subject and programme. These may include investigations, projects, presentations, performances, laboratory work, portfolios, essays, examinations, and authentic real-world applications of learning. Students are encouraged to think critically, communicate effectively, solve problems, and apply their understanding in meaningful contexts.

Assessment includes both formative and summative opportunities. Formative assessment provides ongoing feedback that helps students refine their understanding and improve performance, while summative assessment allows students to demonstrate achievement of course objectives and programme expectations.

In the IB Middle Years Programme (MYP), students are assessed against subject-specific criteria that measure knowledge, understanding, skills, and application. In the Diploma Programme (DP), assessment combines internally assessed coursework with externally assessed examinations, giving students opportunities to demonstrate both deep understanding and independent thinking.