Compare Japanese Curriculum International Schools in Hong kong

The school is located at 182 Po Kong Village Road, Diamond Hill, Kowloon, Hong Kong. It sits in the Diamond Hill area within the Wong Tai Sin district. Public transport access includes bus routes 2F, 3B, 3D, 3M, 3P, 5C, 116 and 203E, as well as minibus routes 19M and 37M. The campus is surrounded by residential and commercial amenities typical of Diamond Hill.

ICQM is a through-train school offering both primary and secondary education on a single campus. It serves students from primary through secondary levels, roughly ages 6 to 17.

ICQM is a private independent, co-educational school operating on a non-profit basis.

Special Education Needs (SEN) support is provided. The school uses group-based approaches for English at the primary level and for Chinese, English and Maths at the secondary level, with students streamed by ability and need. There are transition arrangements for incoming students, including Cantonese language support.

There is no formal country affiliation noted for ICQM.

Christianity.

School hours run Monday to Friday from 8:25 am to 3:45 pm.

A school bus service is provided. The exact routes and operators are not listed publicly. Families should contact the school for detailed information on routes, eligibility, and pickup points.

The school operates as a full‑day (whole‑day) program.

The founding organization is Hong Kong International Music School. The school has a board of directors, including Rev. Clement Kwong Cheung Man, Rev. Tak Ming Cheung, Dr. Simon Wai On Law, Mrs. Seung Man Lau Pang, Mr. Ka Yun Chan, Mr. Yue Chor Ching, Mr. Yiu Kuen Leung, Mrs. Stella Mee Fong Cheng, Mr. Fan Fu Chow, and Mr. Bishop Wing Keung Chung. The address is 182 Po Kong Village Road, Diamond Hill, Kowloon, Hong Kong.

The International Christian Quality Music Secondary and Primary School follows the Hong Kong Curriculum for both primary and secondary education, with the Hong Kong Diploma of Secondary Education (HKDSE) as the secondary credential. The Primary Section uses English, Cantonese, and Putonghua as the medium of instruction. To tailor learning, English classes in the primary and Chinese/English/Mathematics in the secondary are delivered in grouped, ability-based streams. In addition to core academics, the curriculum emphasizes a strong music program and Christian education as central components of the school's holistic approach. The school serves about 1,400–1,500 students with average class sizes of 15–34, and it offers financial assistance and transition support for incoming students.

ICQM supports Social and Emotional Learning (SEL) through a holistic, school-wide approach that integrates spiritual, moral, academic, and musical development. The school uses a Holistic Counselling Approach that brings together teachers, parents, a social worker, a music therapist, and an educational psychologist to counsel students psychologically, emotionally, and behaviorally. A Music Relaxation Room, a resident music therapist, and a social worker-in-residence support students' emotional well-being and EQ development. Emotional stability and moral education are emphasized within the pastoral and character-education framework. The pastoral system includes a double-homeroom teacher setup, with each class having two homeroom teachers who monitor students' emotions, behavior, faith, and learning over time for developmental and preventive guidance.

ICQM provides Special Education Needs (SEN) support as part of its mainstream program. The Education Bureau lists Special Education Needs Support as Yes and notes that primary English classes and secondary Chinese, English, and Maths classes use group-based approaches with students streamed into groups based on ability and needs. The school is listed as a Private Independent School, indicating a mainstream setting rather than a dedicated SEN specialist institution. There is transition support for incoming students, including Cantonese classes and a transition group. The Education Bureau page does not publish a detailed list of SEN categories served by the school.

The school operates a tri-lingual medium of instruction: English, Cantonese, and Putonghua for the primary level. ICQM also aims for multilingual proficiency, describing goals to develop bilingual/multilingual capabilities and biliteracy across two or three languages. While explicit, separate EAL programs are not described, the language-medium approach and multilingual goals indicate integrated language support. The Cantonese class and transition support for incoming students are part of the school's structure to assist language adjustment. Public materials emphasize bilingual and tri-lingual learning within the regular curriculum rather than a distinct EAL department.

Mental wellbeing is supported through the Holistic Counselling Approach, with collaboration among teachers, a social worker, a music therapist, and an educational psychologist to provide appropriate psychological, emotional, and behavioral counseling. The school also emphasizes emotional stability and moral development as part of its education, with a Music Relaxation Room and a resident music therapist supporting EQ development. Emotional and spiritual guidance are integrated into daily life, reinforced by the Biblical framework of the school. Staff and programs are designed to nurture students' mental health alongside academic and musical growth. These elements are described within ICQM's curricular and pastoral materials.

ICQM describes a whole-school pastoral care model in which all teachers participate in student pastoral work, guided by Biblical truth. The school uses a double-homeroom teacher system to monitor students' emotions, behavior, faith, and learning, enabling long-term, preventive pastoral guidance to support students' life growth. This pastoral framework functions as the school's safeguarding approach, focusing on student well-being and protection within a Christian context. Public pages outline safeguarding-related practices through pastoral care rather than a standalone safeguarding policy document. The overall approach emphasizes proactive monitoring and support for students' safety and welfare.

1. Step 1 — Submit an application and await review. Families submit a formal application to enroll their child and provide basic information about the student. The admissions team reviews the submission to determine eligibility and whether an interview will be offered. The outcome of the initial review will determine if an interview is scheduled, and families are kept informed of next steps. The Admissions policy confirms that an interview is a core element of the process and that alignment with the school's mission is considered.

2. Step 2 — Admissions interview and assessment. Applicants invited to interview are evaluated on multiple dimensions: the student's character and conduct, motivation for learning, and musical abilities, in line with the school's stated admission priorities. The interview assesses how well the family and student align with the school's vision for a Christian, music-centered education. Decisions at this stage depend on the interview outcomes and space availability. The school emphasises that admission priority goes to families closely aligned with its mission.

3. Step 3 — Admission decision and notification. Following the interview, the school communicates admission decisions to families. Offers are extended to those who meet the criteria and for whom there is space in the requested grade level. Families receive clear instructions on how to proceed if they accept the offer and begin enrollment formalities. The process centers on aligning the student's profile with the school's mission and capacity.

4. Step 4 — Enrollment and enrollment deadline. For admitted students, families follow the enrollment instructions provided by the school, including any required confirmation and timelines to secure the seat. Enrollment decisions are finalized once the family completes the required steps and confirms attendance. Ongoing communication from the school ensures families know what to prepare for the first day and any miscellaneous charges associated with enrollment.

ICQM publicly indicates that it provides financial assistance and scholarships for students in need and for those who demonstrate achievement in academics, music, performing arts, social service, and personal development. This support is described as part of the school's financial aid offerings to qualified students. Eligibility and application details are provided by the admissions team and are aligned with the school's mission to support students in need and students with exceptional talents. Families should inquire with the admissions office for the specific scholarship options, criteria, and how to apply.

Public sources do not publish a formal waitlist policy for International Christian Quality Music Secondary and Primary School. The Education Bureau profile confirms the school's admissions policy centers on an interview and on admission priority related to alignment with the school's mission, but there is no publicly documented waitlist or pool system for ICQM. Families are advised to apply as early as possible given space constraints and to contact the school directly for the most current enrollment status if a grade level is full.

The school has two campuses: the Hong Kong Campus in Happy Valley and the Japanese International School in Taipo. Happy Valley is a central residential area on Hong Kong Island, close to Causeway Bay and Wan Chai, with good public transport links. The Taipo campus is in the New Territories, surrounded by green areas and accessible via the East Rail Line.

The Happy Valley campus offers elementary and junior high school (Grades 1–9) under Japan’s national curriculum. The Taipo campus has the International Section, providing IB Primary Years Programme (PYP) in English for children aged 4 to 11, covering Reception through Grade 6.

The school is co-educational across both campuses

The school provides special considerations for students with additional learning needs, which may include tailored support and adjustments. Details are managed on a case-by-case basis in consultation with families.

The Hong Kong campus is officially recognized by Japan’s Ministry of Education as an overseas Japanese educational facility. The Taipo campus operates under Hong Kong government approval.

The school does not have a religious affiliation.

Classes typically begin at 8:00–8:30 a.m. and finish around 3:00–3:30 p.m., with scheduled recess and a lunch break. The exact timings vary slightly between elementary and junior high divisions.

The school runs an organized school bus service across Hong Kong, managed by the Hong Kong Japanese School Bus Association. Routes cover major residential areas to both campuses, ensuring safe and reliable transport for students. Families arrange registration directly with the service provider.

Uniforms are sold through Uniform Station Ltd. The Lai Chi Kok flagship store is located on the 8th Floor of the China Pacific Industrial Building, No. 10 Wing Hong Street, Lai Chi Kok, Kowloon. An online shop is available at https://www.jis.ufsonline.com.hk, and home delivery is offered.

The Hong Kong Japanese School operates two campuses: the Hong Kong campus and the Tai Po campus. It was established under the Japanese government's overseas education policy and is privately operated by Hong Kong Japanese School Limited; it is recognised as a private school by the Hong Kong government.

The Hong Kong Japanese School offers two distinct curriculum pathways across its campuses. The Happy Valley campus provides elementary and junior high education (Grades 1–9) following the Japanese national curriculum, officially accredited by Japan’s Ministry of Education. This ensures students can transition smoothly to schools in Japan or other Japanese international schools abroad. At the Tai Po campus, the International Section serves children aged 4 to 11 through the International Baccalaureate Primary Years Programme (IB PYP), taught in English. Japanese language is also introduced as part of the International Section, giving students exposure to bilingual learning. Together, the school accommodates both Japanese expatriate families seeking continuity with Japan’s system and international families looking for an IB-based primary program.

The school does not publicly disclose information regarding SEL initiatives or specific provision for social and emotional learning.

The school notes that it can provide special considerations (特別配慮) for students with additional learning needs, handled on a case-by-case basis in consultation with families. It is not a specialist SEN institution.

The school does not publicly disclose information regarding EAL.

The school does not publicly disclose information regarding mental wellbeing programmes or provisions.

The school does not publicly disclose information regarding safeguarding policies or child protection measures.

1. Application Submission
Parents first submit an application form during the designated intake period. The school requests relevant documents such as proof of residence, student records, and health information. Applications are made directly to the school office.

2. Document Review
Submitted applications are reviewed by the admissions office. Families may be asked to provide clarifications or additional paperwork, especially if transferring from schools outside Japan.

3. Assessment / Placement
Students transferring from Japan or other accredited Japanese schools typically follow placement based on their current grade. For others, the school considers age, prior schooling, and Japanese language ability.

4. Notification of Results
Once reviewed, the school notifies families about admission outcomes. Successful applicants are given details about registration, school start dates, and required orientation materials.

5. Enrollment & Fee Payment
Families confirm acceptance by completing enrollment forms and setting up fee payment arrangements. Payments are handled through automatic bank deductions in Hong Kong dollars.

The school does not publicly disclose information regarding scholarships or financial aid.

The school does not publicly disclose whether it operates a waitlist or pool system for oversubscribed year groups.