Location	3-29-8 Sengoku, Bunkyo-ku, Tokyo
TEL.	+81 3 3941 2680
Website	https://www.toyojoshi.ac.jp/
Membership	2025

2024 Annual Report

In our school’s global education program, the goal for first-year students is to consider social issues as their own. In the first semester, we conducted SDGs workshops to understand the issues around us and in the world. Using LEGO, students engaged in activities to verbalize their thoughts and feelings, taking the first step towards thinking about what can be done to create a society where “no one is left behind.” Additionally, this year, we introduced a workshop to consider well-being, providing an opportunity for students to reflect on their own identity, learn about each other, and recognize diversity. We also conducted classes that allowed students to think about the happiness of children from various countries and to compare the happiness felt by children with different backgrounds to their own. In the museum learning activities that spanned about four months from the second semester onwards, students were able to recognize the connection between their interests and social issues, leading to further learning about SDGs. In the third semester, through Saturday courses (inquiry learning), students identified and considered solutions for various themes. During English classes, we conducted intercultural understanding and SDGs learning with high school students from the USA and South Korea. Additionally, we plan to start exchanges with high school students from Ecuador in the third semester.

Second-year students participate in the Art Mile International Collaborative Learning Project throughout the year. This year, they are engaging in collaborative learning with high school students from Croatia, focusing on SDG 8 “Decent Work and Economic Growth” and SDG 16 “Peace, Justice, and Strong Institutions.” As part of the peace education in the November school trip to Nagasaki, students participated in projects involving testimonies from atomic bomb survivors and collaborations with local volunteers.

For third-year students, they compiled their previous activities into essays and held presentations in English.

During school events, each class made presentations on SDGs themes at the school festival.

Annual Work Plan

We will improve the curriculum to organically carry out global education and Saturday courses (inquiry learning) over three years.

The museum learning currently conducted in global education is the foundation of inquiry learning, and this activity will be carried out in the first semester of the first year of high school. The Art Mile International Collaborative Learning Project, conducted in the second year, is an inquiry learning that challenges questions without answers and collaborative learning with students from different cultures. It has been a pillar of global education. However, with the increase in the number of students, we will change the way of participation to make the activities even more fulfilling. To deepen involvement in the project and enrich learning, the grade will be divided into three groups. One group will participate in the Art Mile International Collaborative Learning Project as before and will collaborate on the same content regarding SDGs with high school students from Korea and Ecuador.

Regarding the school trip, we plan to make a fundamental review aiming for a deeper content.

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