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Membership	2025

2024 Annual Report

I. Classes
1. Man & Industrialized Society (First-Year)
From the perspective of career education, this course is designed to equip students with four key career skills to become future leaders in society: 1) Interpersonal and Social Formation Skills, 2) Self-Understanding and Self-Management Skills, 3) Problem-Solving Skills, and 4) Career Planning Skills.
Starting in the fall, students actively engage in setting their own challenges and conducting inquiry activities to solve them. In February, class presentations are held, followed by a first-year overall presentation session in March, aimed at facilitating exchange of ideas and further deepening their understanding.

2. Period for Inquiry-Based Cross-Disciplinary Study (Second and Third-Year)
Building on the group research conducted in the first-year course “Man & Industrialized Society”, where students learned to listen to others’ opinions and research from various perspectives, the second-year Period for Inquiry-Based Cross-Disciplinary Study, known as “Rashin” (the name of the course at our school), focuses on individual research. Students develop their ability to solve problems by analyzing and examining their chosen topics from multiple angles. Students choose themes based on their interests and future career paths, the SDGs, or local issues, and conduct inquiries. The outcomes are reviewed in class presentations starting from December. Additionally, representatives conduct presentations for the entire year group in March.
This inquiry activity continues into the third year, allowing students to delve even deeper into the same topic.

3. Each Subject and Course
In our classes, all staff are encouraged to focus on developing the skills we aim to nurture through ESD. For example, in the lesson plans for research classes, we emphasize the specific skills each teacher intends to foster through ESD, deepening our collective awareness of these educational goals.

II. Student Council Activities
1. Class Committee
The Class Committee undertook efforts to promote proper waste separation throughout the school, enhancing awareness and action towards environmental issues. The initiatives were particularly aligned with SDG 13.

2. Health Committee
The Health Committee collected contact lens cases and participated in the Eye City Eco Project, using this as an opportunity to address environmental issues like carbon dioxide reduction and health concerns for visually impaired individuals by donating to the Japan Eye Bank Association. During the cultural festival, they set up a body measurement booth to increase awareness of health maintenance and promotion. Additionally, they repurposed partitions used during the COVID-19 pandemic to create photo frames and card cases, further raising awareness and encouraging action regarding environmental issues. Their initiatives focused on SDGs 3, 12, and 13.

3. International Committee
Through planning and organizing exchange meetings with exchange students, the International Committee promoted intercultural learning and understanding and respect for cultural diversity. The activities related to the goals of SDGs 10 and 16.

4. Disciplinary Committee
The Disciplinary Committee supported Yokosuka City’s “Pink Shirt Day” initiative to eliminate bullying, carrying out activities within the school in April, June, October, and December. The December event was conducted with International Human Rights Day in mind. Another event is planned for February. These activities focused on the goals of SDGs 10 and 16.

5. Library Committee
During the cultural festival, the Library Committee focused on how to improve literacy rates among women in Asia. They raised awareness about and made donations to the ACCU Asia-Pacific Women’s Literacy Campaign. Additionally, they collected and reused old books. All activities were carried out with the hope that children worldwide can receive a proper education, aligning with the goals of SDGs 4, 10, and 12.

III. School Events
During the cultural festival, each class and club incorporated the perspective of the SDGs into their plans for every event.

Example 1:
A theatrical performance aimed at raising awareness about gender discrimination.
Example 2:
Operating a haunted house and food stalls with a focus on reducing waste afterward.
Example 3:
Stage presentations conveying messages of achieving gender equality and recognizing diverse personalities.
Example 4:
Hosting festival games and casino activities that emphasize responsible production and consumption.

IV. Other Collaborations (Coordination with External Organizations)
1. Caravan Campaign
We recruited volunteers within the school to participate in the “Caravan Campaign,” organized by the Clean Yokosuka Kurihama District Citizens’ Association. This initiative focuses on cleaning and promoting beautification. Alongside local community members and junior and senior high school students from the Kurihama area, participants raised awareness about the city’s anti-littering ordinance and encouraged citizens to prevent littering.

2. Participation in the International Youth Forum
We participated in the Yokosuka International Youth Forum, where we interacted with people from various countries. The forum involved research activities, such as interviews, focused on disaster prevention. Participants discussed and brainstormed ideas on what can be done to create communities where everyone can live safely and securely. Additionally, we shared and applied what we learned from this seminar with an emphasis on SDG 11, which is about sustainable cities and communities.

3. Participation in the “World Tsunami Awareness Day 2024 High School Summit in Kumamoto”
Two second-year students participated in the summit held from October 23 to 24. They joined high school students from across Japan and around the world to learn about disaster prevention and mitigation through presentations and discussions on earthquakes and tsunamis.
In preparation for this event, during the summer vacation, the students conducted a survey on the disaster awareness of visitors to Japan while participating in the International Youth Forum. They identified key issues and compiled a presentation on creating a disaster-prevention environment where everyone, including foreigners, can live safely and securely.

4. Hosting a Gender Equality Workshop
In collaboration with the Yokosuka City Hall and Yokosuka Lab, we organized an after-school workshop aimed at realizing SDG 5 on gender equality. Students who were interested participated to deepen their knowledge about gender equality and explore what actions can be taken to achieve it.

5. Online Exchange with China
We held online exchanges with a school in China about once a month. We aimed to enhance intercultural learning and mutual understanding and respect for each other’s cultures. We set themes such as the history and lifestyle of countries, regions, and schools, as well as traditional and youth cultures, and engage in information sharing and discussions.

6. Exchange with Exchange Students
Our school welcomed exchange students from various countries around the world, including Sweden, Germany, Indonesia, and the United States. The interactions and activities were conducted with a focus on SDGs 4, 11, and 16, aiming to enhance understanding and collaboration.

Annual Work Plan

Previously, we established the “ESD Promotion Committee” to plan and execute activities, but this year, we assigned these responsibilities to the “Curriculum Guidance Group” as part of our school management. For the coming year, we plan to evolve our activities by working in collaboration with the “Student Council Guidance Group.” Specifically, we aim to better integrate efforts like the “Yokosuka Marine City Marine Plastic Waste Action Declaration” and “Pink Shirt Day” with ongoing community cleanup activities and committee initiatives conducted by clubs throughout the year. We want to connect these efforts more closely with ESD and the SDGs, creating an environment where students are encouraged to think independently and experience personal transformation.

No related reports available in English.