School Education in Japan Elementary Schools Today

School Education in Japan

　Elementary Schools Today

Support Material

2

Organization of the School Structure in Japan

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site

College of Technology

Miscellaneous Schools

General Courses

Kindergartens

Specialized Training College

Specialized Courses

Correspondence

Schools Graduate CoursesLower Div.（） U（ pper Div.）

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Pre-schoolEducation

Upper Secondary

Dept.

Lower Secondary

Dept.

Secondary EducationElementary Education

Elementary Dept.

Correspondence

Universities

Advanced Courses

J unior

College

Elementary Schools

Lower

Secondary

SchoolsCorrespondence

Part-time

Upper Sedondary

School

Advanced Courses

Advanced CoursesPart-time

Advanced Courses

Advanced Courses

Advanced Courses

Advanced Courses

Specialized Training College

Upper Secondary Courses

Correspondence

Higher Education

Secondary

Specialized

Training College

Kindergarten Dept. Schools of the Blind, Schools for the Deaf,

Schools for the Other Disabled Children

School Year

Age

3

Number of Schools, Students and Teachers in Japan (As of May, 2003: Correspondence course excluded)

Schools Students Teachers

Public Private Public Private Public Private

Kindergarten 5,785 8,389 367,854 1,392,640 26,151 82,671

Elementary school 23,454 179 7,158,847 68,063 410,526 3,364

Lower secondary school 10,434 700 3,515,591 232,728 239,472 12,578

Upper secondary school 4,132 1,318 2,694,669 1,115,158 198,212 60,325

Secondary school 7 9 1,974 2,762 164 218

Special education school 980 15 95,643 830 60,836 258

College of technology 60 3 55,624 2,251 4,309 165

University

Junior college238 989 765,381 2,288,661 73,837 95,852

Specialized training college

Miscellaneous school322 5,072 44,266 931,408 3,495 48,005

Total 45,412 16,674 14,699,849 6,034,501 1,017,002 303,436

NOTE: In Japan, lower secondary and upper secondary schools are separated.SOURCE: Data from the Ministry of Education, Culture, Sports, Science and Technology, Japan

4

The Structure of School Management (example)

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.88

Activity-based Organization

Teachers' Mutual Aid AssociationOB/OG AssociationPTA

Administration of facilities and equipmentAdministration of the contact networkClerical affairs (administration of documents, budget drafts, etc.)

Traffic safety guidanceSchool BusinessManagement CommitteeCommittee of teachers withdesignated responsibilities

School lunch guidanceEnvironmental hygiene and creation of beauty in the school surroundingsHealth guidance and regular health checksGuidance on extra-curricular activitiesPlanning and guidance for all-school meetings and club activitiesManagement and guidance of the "Children's Conference" activitiesDaily life planning and guidance within the school

Research presentationsImplementation of teaching researchImplementation of training outside subjects and subject areas

Deciding on and administering school events

Entrance Ceremony CommitteeGraduation CeremonyCommitteeBudget Committee

Educational evaluationAdministration of register of enrolled childrenPreparation of grade management draftDeciding on education plans (yearly, monthly, weekly)Drawing up and submitting the curriculum

PrincipalVice

PrincipalTeachers'meeting

GeneralAffairsSection

EducationalAffairsSection

PublicRelationsSection

Functional Organization

Research andTrainingSection

Health andSafetySection

Daily LifeGuidanceSection

5

Professional Duties of Designated TeachersTeacher with special responsibility

for educational affairs

Preparation and formulation of educational plans (by year, semester and month) within the school.

Teacher with special responsibility

for pupil guidance

Guidance of pupil within and outside the school, including out-of-school activities, problem behavior, educational advice, children’s conference, cleaning of the school and making it attractive, safety guidance, and club activities.


for grades

Responsibility for deciding on, implementing and evaluating the grade management plan for meeting the school’s educational objectives.


for health and safety

Preparation of the school health and safety plan, and advice and guidance with regard to the organization of health activities within the school and the children’s health committee.


6

School Health Activities

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site

　　　・ Organizing time tables and daily schedules appropriate for a healthy life　　　・ Play and sports during breaks

　　　・ The psychological environment in the school

　　　・ Hygiene inspection of school environment （ Regular, Daily ）

○Health guidance through everyday school life

○Health issues covered by the subject curriculum of Physical Education and Health and Physical Education

○Health, safety and nutrition issues covered by other related subject curriculums

○Health, Safety and Nutrition issues covered by "Integrated Study Period "

○Health guidance through school events○Health guidance through classroom/ homeroom activities

○Health guidance through student councils and club activities○Individual guidance in health rooms and classrooms

○Hygiene management of school environment

○Beautification of school environment for a better psychology

○Health observation

○Health consultation

○First Aid

○Management of school life

○Health examination （ Health Survey ）

○Establishing teachers' group and cooperation mechanism

○School Health Committee

○Cooperation with families○Cooperation with other related institutions, organizations and schools

in the local area

○Monitoring and guidance of students with health concerns

○Monitoring and managing health aspects of students' daily life

○Prevention of infectious disease

Health Instruction

Health Guidance

Managementof physicaland mental

aspects

Managementof life

Students'Health

Management

Managementof School

EnvironmentEnvironmentalManagement

OrganizationalActivities

SchoolHealth

HealthEducation

HealthManagement

7

Subjects and Standard Class Hours for Elementary Schools

Grade List

Japanese

Social

StudiesMaths Science

Life

Envmnt

Studies

MusicDrawing

and Craft

Home-making

Physical

Education

Moral

Education

Special

Activities

Integrated

Study

Period

Total

class

hours

Grade 1 272 - 114 - 102 68 68 - 90 34 34 - 782

Grade 2 280 - 155 - 105 70 70 - 90 35 35 - 840

Grade 3 235 70 150 70 - 60 60 - 90 35 35 105 910

Grade 4 235 85 150 90 - 60 60 - 90 35 35 105 945

Grade 5 180 90 150 95 - 50 50 60 90 35 35 110 945

Grade 6 175 100 150 95 - 50 50 55 90 35 35 110 945


8

Timetable (example)Mon Tue Wed Thru Fri

8 ： 30

Teacher’s MeetingReading

Health CheckMorning Assembly







Teacher’s Meeting


8 ： 50Period 1 Period 1 Period 1 Period 1 Period 1

Period 2 Period 2 Period 2 Period 2 Period 2

10 ： 20 Recess Recess Recess Recess Recess

10 ： 40Period 3 Period 3 Period 3 Period 3 Period 3

Period 4 Period 4 Period 4 Period 4 Period 4

12 ： 10Lunch

Brushing of teethLunch




Brushing of teeth

12 ： 55 Recess Recess Recess Recess Recess

13 ： 15 Cleaning Cleaning

Period 5

14 ： 00 Closing Assembly

14 ： 15 Club, Committee

15 ： 00 Free time

Going Home

Cleaning Cleaning

13 ： 30 Self-study Self-study Self-study Self-study

13 ： 45 Period 5 Period 5 Period 5 Period 5

14 ： 30 Period 6 Period 6 Closing Assembly Period 6

15 ： 15 Closing Assembly Closing AssemblyFree time

Closing Assembly

15 ： 30 Free time Free time Club

16 ： 20 Going Home Going Home Going Home Going Home

SOURCE: Compiled on the basis of timetable in Kamitoba elementary school.Different subjects are allocated for Period 1 to 6.

9

Textbook Authorization Process

SOURCE: JICA(2004) Video “The History of Japans Educational Development”

Authoring ・ Editing 　（ Textbook Publishers ）

Examination 　　（ Minister of Education ）

Selection 　　（ Public schools ： Boards of Education　 National & Private Schools:School principals ）

Production 　（ Textbook Publishers ） Supply 　　（ Textbook Suppliers ）

Use 　　（ Children ）

Year 1

Year 2

Year 3

Year 4

10

Lesson

The existence of a “relational network of tensions” linking these three factors is a precondition for a good lesson

Teacher

Children TeachingMaterial


11

Basic Flow of Learning Development (example)

SOURCE: JICA(2003) “The History of Japan’s Educational Development” 　 pp.192

Present lesson theme

Debate lesson theme

Propose expectations or hypotheses

Think of methods and solve problems

Express problem solving methods and ways of thinking

Confirmation of readiness Difficult points from previous lesson

Have discussion on the basis of presentations

Summarize learning content and methods

Announce theme of the next lesson

12

Plan for Blackboard WritingDate. Class period


Name of teaching materials

Name of first group to give presentation

Particular points to watch out for or listen to during the presentation

Discussion points on the presentation

Name of second group to give presentation

Particular points to watch out for or listen to during the presentation

Discussion points on the presentation

New topic

13

Learning Styles and Their CharacteristicsName Individual Learning Full Class Learning Small Group Learning

Style

Individual children’s aptitudes and learning are suited to their level are furthered.

One teacher using one method teaches the same content to all the children in a class at the same time

Children are divided into groups of 2 or more, and common learning is promoted for each group.

Strong points

Possible to respond to individual children’s reactions and to differences between children

Very easy to acquire common academic ability because shared information can be transmitted quickly to all members of the class.

Good development of thinking within the group and readiness of group members to articulate their thoughts. Interdependence of members can favor character formation. Heightening of positive attitude to tackling difficult problems.

Weak points

Difficult to transmit shared ability. Costly and drain on teachers’ energies.

Tendency for teaching to concentrate on force-feeding of facts and surface-level verbal transmission. Difficult to respond to individual differences and possibility of children getting left behind.

Tendency for dependence on the most able children to develop. Without strict rules, learning can become inefficient.

SOURCE: JICA(2003) “The History of Japan’s Educational Development” P191

14

Teaching MethodsMethod Characteristics

LecturingVerbal transmission of knowledge and information to the children. Efficient use of time, but tendency for the children to become passive learners.

DiscussionFostering shared thinking through discussion and debate with the aim of identifying and solving problems.

Q & A

Broadening and deepening of learning through format in which children respond to questions posed by the teacher. Need to put emphasis on eliciting questions from the children. Danger of excessive prompting by the teacher.

PresentationLetting the children present feelings, opinions, or investigation results obtained through individual or small-group study.

RevisionCentral focus on drills and revision exercises aimed mainly at ensuring that basic skills and elements of knowledge are thoroughly learned.

Experiments and Observations

Locates the basis of learning in direct, hands-on experience, acquired through experiments and observations.

SOURCE: JICA(2003) “The History of Japan’s Educational Development” 　 P191

15

Types of Classrooms

Classroom

Ordinary classroom

Multi-purpose room

Special classroom for disabled children

Science room

Facilities for Life Environmental Studies

Music room

Visual arts & Handicrafts room

Home-making room

Audio visual room

Computer room

Library

Special activity room

Education consultation room

Broadcasting room

Space for preparing and storing educational materials and teaching aids

Special classroom

Common study space

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003, Guidelines for Upgrading of School Facilities (modified and translated)

16

Criteria for Science Education Equipment for Elementary SchoolUnit Name Required Science Equipment Unit Name Required Science Equipment

Living Creatures and their

Environment

Plantsfield glasses, pruning shears, botanical specimen collection box, microscope, plant models, etc.

The Earth and

Space

Sunlight plane mirror

Animals rearing equipment, thermostat, microscopeThe moon & stars

globe, star chart, etc.

Structure & mechanism of animal bodies

model of the circulation system/arm joints, anatomical model, skeleton, etc.

Changes in the state of water

thermometer, iron stand, alcohol lamp, protective goggles, etc.

Matter and Energy

Light plane mirror, photocell, etc. Weatherinstrument box, weather observation set, etc.

Electricity

ammeter, voltmeter, simple galvanometer, miniature light bulb, Nichrome wire, battery, set of magnets, magnetic compass, etc.

Rivers Models of land formations, etc.

MagnetismLand forms & soil content

Topographical map, rock and fossil specimen, model showing soil and rock strata, etc.

Electromag-netism

General purpose equipment

Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.

Pressure simple vacuum container, spirit level, etc.

Heatthermometer, equipment for radiating heat, convection experiment equipment, etc.

Solutionsmeasuring cylinder, balance scales, thermometer

Force spring measure, lever, wheel & axle, etc.

Movementstop watch, weights for use in the study of dynamics, vacuum pump, etc.

Combustioniron stand, alcohol lamp, protective goggles, etc.

SOURCE： JICA(2003) “The History of Japan’s Educational Development” pp.178

17

Special Education （ as of May 2001, at the compulsory education level ）

Types of Schools

CategoryNumber of Schools

Number of Classes

Number of Children

Special Schools

Schools for the Blind 71 －　 1,169

Schools for the Deaf 107 －　 3,499

Schools for Children with Intellectual and Physical Disabilities

818 －　45,621

Elementary Schools

Special Classes － 27,711　

77,240Special Educational Support through Resource Rooms

－－　29,565

Total －－ 157,094SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan Web site JICA(2003) “The History of Japan’s Educational Development”

18

Standard for School Library Book Stock

No. of Classes

Number of Books

Elementary School Lower Secondary School

1 2,4004,800

2 3,000

3 ～ 6 3,000 ＋ 520×(Number of classes － 2) 4,800 ＋ 640×(Number of classes － 2)

7 ～ 12 5,080 ＋ 480×(Number of classes － 6) 7,360 ＋ 560×(Number of classes － 6)

13 ～18

7,960 ＋ 400×(Number of classes －12)


19 ～30



31 ～ 12,760 ＋ 120×(Number of classes －30)


SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003, Standard for School Library Book Stock

19

Moral EducationObjectives:

Through the overall educational activities at school, a rich sense of humanity is nurtured including a sense of morality, decision-making skills, and willingness and attitude to learn and apply.

1. To foster a spirit of respect for human dignity and reverence for lives of each other2. To cultivate rich humanity3. To educate future citizens who preserve and develop traditional culture, and endeavor

to create a new culture4. To educate future citizens that endeavor to develop a democratic society and state5. To educate future citizens capable of contributing to the realization of a peaceful

international community6. To foster self-governing Japanese nationals7. To cultivate individual morality

Contents:

Common issues identified by the teacher and children through their joint effort in pursuing, discussing and taking action for a better way of life.

<Four types of contents: > 1) Content focusing on oneself 2) Content focusing on relationships with other individuals 3) Content focusing on nature and a supreme being 4) Content focusing on relationship with groups and society

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- Moral Education

20

Special Activities

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- Special Activities

Objectives:

Special activities, through collective activity practice, aim to foster voluntary and independent abilities and life attitudes by deepening self-awareness as a member of the group.

1. To promote appropriate collective activities

2. To support child development with a good balance between physical and emotional growth

3. To discover and understand the uniqueness of individual personalities

4. To foster social skills

5. To foster voluntary and practical attitudes

Contents:

1) Classroom ActivitiesIssues concerning the improvement and enhancement of school lives at both the classroom and school level. Issues concerning daily lives, adaptation to school lives, health and safety

2) Pupil Council Activities3) Club Activities4) School Events

Ceremonies, Arts and Cultural Events, Sports and Health/Safety Promotion Events, School Trips and Excursions, Voluntary and Agricultural/Work ExperiencingActivities

21

“Integrated Study Period”

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- General Provisions

What is “Integrated Study Period”?Based on each individual school’s effort and creativity, various educational opportunities of an interdisciplinary and comprehensive nature that meet the interests of children will be provided through “Integrated Study Period,” taking into consideration the local context and the situation surrounding the children.

Objectives

1) To help children develop the capability and ability to discover problems, think, make judgments, and solve them by themselves.

2) To help children learn how to learn and reason, develop mind to independently and creatively cope with problem-solving activities and inquiring activities, and deepen their understanding of their own way of life.

Learning Activities

Activities on various issues will be designed according to the unique situation ofeach school. Issues include:• Interdisciplinary and comprehensive issues such as international

understanding, information, environment, welfare and health• Issues of children’s interest• Issues that are closely related to the community and school’s characteristics.

22

Life Environment Studies

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- School Life

Objectives

Children’s activities and experiences in community, in the environment and with people in their neighborhood will be promoted to stimulate children’s interests in their relationship with society and nature. Through this process, the basis for independence will be formed by understanding social life skills necessary for everyday life.

Contents

＜ Basic contents ＞(1) The relationship between self and others/society(2) The relationship between self and nature(3) Self-awareness

＜ Practical contents ＞(1)The way of living healthily and safely (2) Relationship with family & friends

(3)Social awareness and manners (4) Economic life and consumption

(5) Information management and exchange (6) Outdoor environmental activities

(7) Time and Seasons (8) Creativity in play

(9) The joy of growing up (10) Basic daily habits and life skills

23

Lesson StudyThe Process of Lesson Study: Elaboration of the lessons through

the continuous cycle of “Plan-Do-See”

Study of Teaching Material （ Plan ）(Identification of themes,

compilation of lesson plans)

Lesson Study （ Do ）(Lesson implementation

and observation)

Lesson Discussion Meeting （ See ）(Lesson evaluation

and reflection)


24

Strong Points of School-Based Training① Has potential to deepen research on urgent

problems faced by the school or the teacher.② Has potential to take research forward in the

context of linking it with everyday school practice.

③ It is easy to utilize research results immediately for classroom practice.

④ Has potential to deepen joint research in context of smooth human relations.

⑤ It is easy to carry out research on the basis of relationship with parents or local community.


25

The Significance of In-service Training for Teachers


① Enhancing human qualities as educators

② Acquiring high-level specialist knowledge and skills

③ Acquiring new teaching methods④ Communication and assembling of

information among teachers⑤ Assembling information provided by

the administration

26

Types of In-service Training Provided by Different Bodies

Implementing Body Types of Training

Central GovernmentTraining to develop teacher leaders

Training to cope with topics of immediate urgency

Board of Education in prefectures,

designated cities and core cities

Training geared to length of experience

Training according to functions

Board of Education of Municipalities

Training geared to the actual condition of each municipality

Schools Attainment of school objectives, etc.

Teachers Self-study training for personal enlightment


27

An Overview of Training Geared to Experience and Length of Service

Training for Newly Appointed Teachers Training for Experienced Teachers（ after 5 /10 /20 years）

It is necessary to conduct a systematic and organized training during the period when the teachers tries to connect what they have learned during pre-service training in university with the daily experience in the classroom in order to increase the teacher’s self-awareness of teaching as a profession and enable the teacher to undertake autonomous educational activities. On the basis of awareness of this need, this training aims to develop practical teaching ability and a sense of mission in the teacher, and at the same time, to broaden the teacher’s perspective.

At the same time as enhancing specialist teaching abilities in each subject, this training aims to deepen a teacher’s ability to tackle educational research and to heighten the qualities appropriate to a professional teacher.

1) In-school Training: about 2 days a week for 60 days or more in a year. The teacher mentor plays the main part and gives the newly appointed teacher advice and guidance.

2) Out-of-school Training: about 1 day a week for 30 days or more in a year. As well as lectures in an Education Center, observation visits to other schools, and practical activity in the local society, a 4-night residential training course is also included.

〔 Example： training after 10 years’ service〕Courses for a teacher with 10 years’ experience are divided into 3 stages on the basis of personnel performance evaluation. The content, aiming to enhance teaching method, lifestyle guidance, and the qualities required as educational public servant, is implemented for 15 days in school and 15 days out of school.

Items considered necessary for the performance of professional duties

〔 Examples〕mental preparedness as a teacher, basic general knowledge, class management, subject teaching, moral education, special activities, pupil guidance, health guidance, safety administration, etc.

〔 Example： in-service training in Tokyo public schools〕The basic parameters for any teacher (professional duties, etc); training concerned with guidance and teaching (subject, lifestyle, career guidance, etc); school management; updating on social developments (IT, environmental education); cross-curricular issues (educational assessment, etc).


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28

Constituent Ability Items and Training Examples Suited to Professional Ability LevelConstituent Ability

ItemsTraining Content Suited to Professional Level

Principal Stage

Ability in: school management and administration, internal and external coordination, general management

-School management and the principal’s role-Problems in school management and administration-School administration regulations-Service evaluation-Personnel transfer matters-Accounting matters

Deputy Principal

Stage

Ability in coordination within the school

-School management issues and the deputy principal’s role-Problems in school management and administration-Responding to teachers’ union-School accidents and responses to them-Lectures on education laws and regulations

Teacher-in-

charge Stage

Ability as a teacher leader

Teacher guidance

-Issues in promoting student guidance-Overview of educational counseling-Practical duties in educational affairs-Ways of looking and thinking about educational laws-Understanding of problem behavior-Present state of juvenile delinquency and interfacing with police authorities

Ordinary Teacher

Stage

Basic abilities, class management ability

Training for newly appointed teacher or for teacher with 10 years’ service

（ See for details the previous table showing “Training geared to experience and length of service” ）


29

Educational Administrative Bodies and AuthoritiesEducational

Administrative Bodies

Authorities

Ministry of Education, Culture, Sports, Science and Technology, Japan / Minister of Education

・ Guidance, Advise, Support

・ Requests for surveys, statistics, etc.

・ Financial help from central funds

・ School establishment criteria ・ Textbook authorization

・ Curriculum criteria

・ School enrollment criteria 　・ Supervision of teacher licensing

・ Ordinances, instructions, circulars, notices

・ Jurisdiction over national university and schools

・ Financial support to private universities

・ Jurisdiction over public and private universities and granting of permission to establish them

Prefectural boards of education

・ Guidance, Advise, Support ・ Appointment of teaching staff supported by prefectural funds・ Requests for surveys, statistics, etc.・ Performance evaluation planning

・ Exhibition of authorized textbooks

・ Granting permission for exemption from compulsory school attendance

・ Issuing of teachers’ license

・ School administration rules and regulations

Municipal boards of education

・ School administration

・ Supervision of teachers’ service

・ Performance evaluation implementation

・ Selection of textbooks

・ Setting, notifying and getting approval of educational

planning criteria ・ Educational planning formulation

・ School enrollment enforcement and exemption

・ School administration regulations

Municipal schools

・ Lesson planning formulation ・ Notification to boards of education of non-attendance or delinquency among children


30

Organization of the Board of Education

Board of Education

ChairmanBoard members

The Superintendent of Education

Deputy Superintendent

Secretariat

Governor

（ Appointment ）

（ Appointment 、 Supervision ）

（ Management 、Supervision of staff members ）

SOURCE: National Commission of Prefectural Education Boards Website (Translation)

Other Institutions

Prefectural Schools

Libraries

Museums

General Affairs Division

Financial Affairs Division

School Affairs Division Supervisors

Administrative staff

Technical staff

Other staff members

Guidance Division

Physical Education & Sports Division

Lifelong Education Division

Cultural Affairs Division

Benefits & Welfare Division

Office of Education

Educational Institutions

31

The Basis for Lesson Planning :Teaching Plan

Types of Teaching Plan

ContentsPlan

drafters

Annual teaching plan

The basic teaching plan divided up by subject and grade (Compiled on the basis of the Course of Study for each subject).

Each board of education or each school

Subject unit-based teaching plan

A teaching plan which allocates time units in accordance with the learning activity time division in such a way that learning and teaching can be developed in each subject unit, on the basis of a detailed subdivision, at the time of implementing the annual teaching plan.

Each school grade or individual teacher

Individual lesson teaching plan

A detailed lesson teaching plan containing the results of consideration if such points as the time allocation needed to develop learning points, lesson development, points to be written on the blackboard, and so on, to be used on the occasion of lesson implementation.

Each individual teacher

SOURCE: JICA(2003) “The History of Japan’s Educational Development” 　 pp. 187

32

Summary Diagram of Structured Lesson DesignKinds of

Teaching PlanItems Content

Annual Teaching Plan

Subject Objectives

Overall objectives for improving the ability of children in every subject

Grade Objectives

Ability promotion objectives for each grade by subject for attainment of subject objectives

Grade Contents

Learning content set out as unit sets for attaining grade objectives

Unit Teaching Plan

Unit Objectives

Unit objectives concerned with children’s ability development for attainment of grade objectives

Unit ContentLearning content within unit time periods designated for attainment of unit objectives

Individual Lesson Teaching Plan

Lesson Objectives

Children’s learning content in lesson time designated for attainment of lesson objectives

Lesson Content

Lesson learning content designated for attainment of lesson objectives


33

Unit: ”(Lesson Theme)” 　Lesson Plan for Unit Lesson (Period)

1. Date and Time2. Class3. Unit Name (Lesson Title)4. Objective of this Lesson5. Lesson Development Plan　

　　6. Plan for Blackboard Writing7. Lesson Evaluation

Individual Lesson Teaching Plan(Sample Format)

Lesson Contents Children’s Activities Support from the Teacher

・・・・・・・・・


34

Organization Chart of a PTA(Example)

General Meeting

Management Committee

Community RepresentativesCommittee

Specialist CommitteeGrade Representatives Committee

Officers’ Committee Auditors

Class Representatives Committee

Educational AffairsCommittee

Health and Welfare Committee

PR Committee


35

An Example of School CalendarMonth Semester School Events

Parents

Participation

Apr. Spring Vacation

First Term School Entrance Ceremony

○

Formal start of classes

Physical health check

May Visits to children’s home

○

Excursion

Sports tests

All-school trip

Jun. Parental observation of classes/discussion with parents

○

Jul. Whole-school cleaning

Formal end of classes

Summer Vacation

Aug. Seaside school Forest school

Month Semester School EventsParents

Participation

Sep. Second Term


Oct. Sports Day ○

Nov. Presentation of children’s achievements （ Arts and Culture Festival ）

○

Dec. Parental observation of classes and discussion with parents

○

Disaster preparation training

Whole-school cleaning Formal end of classes

Winter Vacation

Jan. Third Term


Feb. Marathon

Parental observation of classes and discussion with parents

○

Mar. Whole-school cleaning Formal end of classes

Graduation Ceremony ○

Spring Vacation

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp. 89

36

How Teachers are Viewed in Japan

Teacher as a Sacred Profession

Teacher as a Professional

Teacher as a Worker

SOURCE: JICA(2003) “The History of Japan’s Educational Development” , diagram prepared based on the description in pp. 206

37

Types of Teacher Certificate

Kinder-garden

Elementary School

Lower secondary

school（ certificate for subject teaching ）

Upper secondary

school（ certificate for subject teaching ）

Special schools

Nurse Teacher

for the

blind

for the

deaf

for the other

disabled

General Certificate

Advanced class certificate

（ Completion of a Master’s course ）

○ ○ ○ ○ ○ ○ ○ ○First class certificate

（ Completion of an undergraduate

course ）

○ ○ ○ ○ ○ ○ ○ ○

Second class certificate

（ Completion of a Junior college

course ）

○ ○ ○ × ○ ○ ○ ○

Special certificate（ Validity 5 ～ 10 years ） ×

(for subject

teaching) ○ ○ ○ ○ ○ ×

Temporary certificate（ Validity 3 years ） ○ ○ ○ ○

○ ○ ○

○Requires either kindergarten, elementary, or

lower/upper secondary school

certificate

Documents

School Education in Japan Elementary Schools Today