The order of learning content differs between Japan and other countries
MEXT's guideline on the school enrolment of foreign children (revised 2026) is aimed at foreign children entering school in Japan, but it lists the fact that learning content and order differ between Japan and other countries as a factor when deciding which grade to admit a child to. The same idea applies to children moving from Japan to schools abroad.
However, learning differences from a transfer do not necessarily appear in every subject at once. A big gap in mathematics may sit beside a different kind of gap in Japanese or social studies, so look subject by subject.
What to collect in the 30 days before
Collect these records in advance.
If possible, briefly ask the current teacher how far the class has covered. If there are learning records you can hand to the new school, keep them.
Keep a record of where the child is, not previews
You do not need to research and study the whole new curriculum before leaving. Recording what the child can do at the current school is more useful for comparison after the transfer.
Keep recent solvable problems in mathematics, examples of writing in English or Japanese, and recently covered units in science. With this evidence it is easier to compare with tasks at the new school.
Days 1 to 30 after the transfer
In the first month, observe how the new school works rather than grades. Look at these points.
- Which subjects are hard
- Whether the reason is content or language
- The amount and format of homework
- How work is assessed
- How often there is group work or presentation
- Language support the school offers
- Tasks the child can do alone
At this stage, do not label every unclear unit a learning gap. What children often find hard in the first weeks is also covered in what Japanese children often find hard first after moving to a Dutch school.
Days 31 to 60
Once a few weeks of tasks have built up, sort the differences from the previous school by subject into these five.
- Content already learned
- New content
- Content learned but taught in a different way
- Content where only the language is hard
- Content where the task format is unfamiliar
Sorting into these five makes it easier to decide what to support.
Days 61 to 90
In month three, support only the differences that remain. Drop content the child has caught up on naturally in lessons. For subjects with remaining gaps in the basics, go back to limited units.
If you plan to return to Japan, keep separately what must be continued on the Japanese side. The aim is not more extra study but filling only the differences that are needed.
If you plan to return to Japan
MEXT's commentary on the Courses of Study says the circumstances of returning children vary by country of residence, length of stay, age, form of overseas schooling, educational content and methods, and family policy, and calls for accurately understanding each child's situation.
If the child will return to a Japanese school, it helps to record Japanese reading and writing, grade-level mathematics and any exam plans on a separate axis while abroad. It is easier to organise if you do not try to cover both adapting to the local school and preparing for return with the same materials. The thinking on keeping up Japanese is covered in Keeping Japanese while supporting English and school subjects abroad.
The 90-day learning gap table
A table like this for each subject makes it easier to share the situation between the family and a teacher.
| Item to record | What to write |
|---|---|
| Subject | Mathematics, English, science and so on |
| Last content learned at the previous school | Unit name, materials, recent problems |
| Content now covered at the new school | Unit name, task format |
| Gap or overlap | Which of gap, overlap or difference in method |
| Language problem or subject problem | Whether words or concepts are the barrier |
| Support from the school | Language support or extra classes available |
| What to add at home | Limited to the units needed |
| Next date to check | A specific date, such as two weeks later |
Summary
Learning gaps from an overseas transfer cannot be fully predicted before leaving. It is more realistic to collect evidence of where the child is before the transfer, look at the tasks that actually come up at the new school, and fill only the differences.
Dividing the 90 days into four stages of preparation, observation, comparison and support for what is needed makes it easier to reduce unnecessary studying ahead and extra lessons.
