Seifu Nankai Senior High School

International Symposiumfor the Future World
ChapterⅣ(English Version)

November 9th, 2019

Structure of this Booklet
Greetings

Outline of
the International Symposium

Schedule for the International
Symposium & Participants
１．Today’s Time Schedule
２．Map of School
３．Guests from Abroad
４．Domestic Guests

１．Outline of the International
Symposium
２．Presentations
３．Panel Discussion
４．Poster Presentations◎Explanatory Poster on SGH Planof Seifu Nankai

Records in the first halfof this year

SGH Project of
Seifu Nankai

１．1st Year Students
Orientations･G-Missions･Lectures･Special Lessons･Field Work・
STEP Seminars・Global English
２．2nd Year Students
STEP Seminars・Scenario Planning･
Global English
３．3rd Year Students

１．SGH Project of Seifu Nankai
What’s SP?
２．Contents of SGH Project
３．Project Development
Flow of 3 Years
４．Supervisors and Cooperative
Organizations

Students Directory
Editorial Notes
Future Plans

IV Records in the First Half of This Year

１．1st Year Students
Orientation, G-mission, Lectures,
Special Classes, Field Work Activities,
STEP Seminars, Global English

２．2nd Year Students
STEP Seminars, Scenario Planning,
Global English
３．3rd Year Students
Graduation Theses

1. 1st Year Students①Orientation・G-mission (1st year students)【Significance and Aims】
・To experience integrated learning.
・To instill students with responsibilities as Global Course students.
・To encourage students to give their own opinions.
・To learn how to deal with a problem which has no clear answer.
Students considered “5 articles” for having a discussion, were divided into small groups and did
work to make a presentation about their own ideas. Then, they carried out brainstorming
and narrowed down the number of their ideas to one.
【Class Schedule】
To introduce to the students how we will proceed the integrated classes.
1st time

G-Mission 1: To have them give opinions about the fact, which is what everyone
can read when he/she sees the above picture, and opinions associated with it.

2nd time
3rd time
4th time

G-Mission 1：To have them consider what place is painted in the picture, using
the opinions which they gave in the first class.
G-Mission 1：To choose one of the most convincing opinions, decide the title
and setting of the picture, and write what story they make.
G-Mission 1：To have each group make a presentation of their ideas.
G-Mission 1：To give them some feedback about their presentations and their

5th time

attitude of preparation for them. To have them consider whether they canwork well for this activity and what they should do to make their presentations
better.

6th time

G-Mission 2： To have them consider 5 important principles when having a
discussion.

【Students’ Works】
１３班

今日

die

まず、私たちはこの写真を見て場所に注目しました。中がトンネルのようになっていて壁が体内のような色をしています。だからここは体内だと考えました。次に写真に注目しました。風船は子供のイメージがあるし赤い色をしているのでこの二つの風船は赤ちゃんを表しているととらえられます。これよりここは、体内だと考えれます。また子宮の中の人数は写真に写っている人と目線の人の二人であると推測できます。よって、この子宮の中には「双子の兄弟」がいると考えることができます。階段の下のほうは暗く、上のほうは少し明るくなっていることから、上にいる兄だけ生まれて下にいる弟は死んでしまうのでは、と思いました。この写真は振り返ることのない兄を眺める弟の目線だと思います。生まれることができ未来がある兄を見つめるしかない
今日死んでしまう弟、これと「兄弟」という言葉をかけて、私たちの班は、この写真の題名を「今日 die」とつけました。
- 38 -

【Students’ Comments】
・I could make a better presentation than I thought, although it was my first presentation.
However, I should have taken more time for discussion and practiced more for the presentation
after school, so that I was not nervous. I found it difficult to have a discussion in a group, as I
had expected.
・I could give my own opinions well.

Talking about the picture positively, I could add morecomments to the interesting ones which other members in my group gave.

However, we shouldhave practiced giving the presentation more. In general, it was good because we could enjoy thisactivity in a nice atmosphere.
・We had a lot of things which we had to improve, but I felt a great sense of achievement throughthis activity.

I did my best, preparing for our presentation, making a script, and giving apresentation. I could contribute to my group with a positive attitude.

【Teachers’ Comments】
This activity was the first one for the students in the first grade of this course, but they could give
more opinions than we teachers expected and complete the mission which we provided in time. We
thought that most of the students could have a discussion after school and have responsibilities tomeet a deadline for submitting reports and data.

Every student in this course got a good chance tonotice what they should be careful about during a discussion, by considering what the important
things were when they have a discussion.
- 39 -

１. The②Special
way of thinking
Global Human
Resources
Classes for& Sessions( 1st year)
students)
１．

Political

Lecturer：AKAHOSHI Sho, School of Law and Politics,
Kwansei Gakuin University
Date ：Wednesday, May 22, 2019 12:30 ~ 13:20
Outline：①Sustainable Development Goals②The importance to look over the problems with a global perspective

２．

Economics

Lecturer: DOI Noriyuki, Innovation Research Center, Kwansei Gakuin University
Date : Friday, July 12, 2019 13:20 ~ 14:10
Outline：①Let’s think about daily questions from the viewpoint of economics②The system of economy in the field of energy③Economy in the field of energy and economics④The way of economic analysis of business enterprises and industry- 40 -

３．

Societal

Lecturer：SHIMIZU Hiroshi, School of Sociology, Kwansei Gakuin University
Date : Friday, June 14, 2019 15:20 ~ 16:10
Outline：An inquiry into love from the viewpoint of social psychology

４．

Technological

Lecturer：Kaito Satoshi, Lake Biwa Environmental Division, Biwako Policy Division
Date : Wednesday, July 23, 2019 11:45 ~ 12:35
Outline:①The value of Lake Biwa
②Problems and how they have dealt with them
③What they have been doing to sustain Lake Biwa
④The latest topic (microplastics)- 41 -

③ Fieldwork (1st year students)
Fie
１．Societal
Lecturer：SHIMIZU Hiroshi, Social Studies Department in Kwansei Gakuin University
Date：Tuesday, July 9, 2019 15:10 ～ 17:15
Place：Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Participants：17 Global Course students in the 1st year of senior high school
Topic：Social Psychology
Contents ： They watched the presentations of graduation theses by university students andparticipated in the Q&A session. The themes were “Factors for Promoting a Continuous
Relationship with the Other Sex,” “Impulsive Purchase Behavior,” “Gifts,” “Reducing theSense of Isolation by Utilizing Regulatory Focus Theory,” “Group Performance.”
２．Political
Lecturer：AKAHOSHI Sho, School of Law and Politics, in Kwansei Gakuin University
Date：Tuesday, July 9, 2019 15:10 ～ 17:15
Place：Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Participants：15 Global Course students in the 1st year of senior high school
Topic：How We Should Form Culture and Policy
Contents：University students and our students were divided into some groups, picked up a politicalissue among many, and had a discussion and gave a presentation on “How We Should
Form Culture and Policy.”

３.Technological
Lecturer：HORIUCHI Tetsuya, Researcher of Inorganic Functional Materials
Date：Tuesday, July 23, 2019 15:00 ～ 17:30
Place：National Institute of Advanced Industrial Science and Technology (AIST) KansaiParticipants：20 Global Course students in the 1st year of senior high school
Topic：Adhesive Area
Contents：①Thinking about the relationship between adhesive area and tensile strength by utilizing
trigonometric function. Making a model chair of wood as a practice.
②Having a tour in the institute, looking at facilities such as an electron microscope.

- 42 -

４.Technological
Lecturer：SATO Katuya, Vice Section Chief, Lake Biwa Environmental Division,
Shiga Prefectural Government
SEKI Shinsuke, Fisheries Division, Shiga Prefectural Government
SAKAITA Tomohiro, Chief Coordinator, Tourism Association in Lake Biwa Takashima
Date：Friday , August 9, 20198:30 ～ 17:30
Place：Takashima City in Shiga Prefecture
Participants：14 Global Course students in the 1st year of senior high school
Topic：Thinking about the way of tackling the problems after learning about environmental problems
concerning Lake Biwa.
Contents：①Having a tour in Miwa Port and listening to a lecture.
②Having a tour in Harie Area and taking a look at Kabata, a system where people wisely
utilize spring water for everyday life.
③Observing a reed band, riding a boat.

②③- 43 -

1st Year STEP Seminars
After providing introductory lessons for each seminar to familiarize the students with what they
can study, they selected one of the four seminars and started to study it more comprehensively.
1) Political（Field of Politics）【Significance and Aims】
In the Political Seminar, students are expected to deepen their understanding of politics by thinking
about various political issues. At the same time, they will attend Model United Nations (MUN) to
learn what is necessary to coordinate conflicting interests in society and how to reach a consensus.
In the basic seminar, they worked on a “Boxed Lunch served for the UN,” a preliminary exercise to
introduce negotiation and discussion mechanics to the students and to prepare for MUN, and in theadvanced seminar, they prepared for participation in “Regional Revitalization Policy Idea Contest.”【Class Schedule】
Contents

Activities

1st

Explanation for Boxed Lunch

Select a country to be in charge of and do research on it

2ndMake Plans for Boxed Lunch

Make plans for the Boxed Lunch

3rd

Negotiation

Negotiate with other countries

A

4th

Explanation about the Contest

Divided into 4 groups, Watch prize-winning worksd5th

Selecting a Local Government

Detect problems of the local government with “RESAS”v

6th

Examining the Policies ①

Examine the policiesa7th

Examining the Policies ②

Examine the policiesn8thPresentation of the Policies ①

Give a five-minute presentation, with a QA sessionc

9th

Examining the Policies ③

Examine the policies, considering others’ opinions

e

10th

Applying for the Contest

Fill up the applying form

d

11th

Examining the Policies ④

Examine the policies

12th

Presentation of the Policies ②

Give a five-minute presentation, with a QA session

Basic【Students’ Work】【Students’ Comments】
・I found a lot of things I’d like to improve, in terms of logicality and skillfulness of answering thequestions. I also found that some presentations of other groups were very logical, persuasive, andrealistic. I think we should take in what we learned from others and improve our presentation.
・I felt the policies proposed by each group did not include clear, specific solutions and were difficult
to realize, though they all did detailed research on each region. I think that we should propose
different policies from those everyone can easily come up with.
- 44 -

2)Economic（経済学的分野）【Significance and Aims】
・To think about social and global issues from the viewpoint of economy.
・To learn about the trends of corporate activities by studying theoperations of various industries and corporations.
・To understand the current trends of the world and Japanese economy
by participating in “Nikkei Stock League (NSL).” → To think about
economic and societal trends that affect the fluctuation of stock prices and to learn about how thechanges in our life and society are related with the economy.
Students are expected to acquire basic knowledge about the economy by analyzing corporate
activities and technological innovation, which will make them prepared to have discussions on
solutions to different social and global issues. In order to encourage the students to collect informationby themselves, we utilized a game that helps the students learn about the stock market, and they
made a portfolio to virtually invest in stocks. We expect them to have a micro perspective to look into
the activities, technological skills, and contribution to society of each enterprise by making an
investment. We also expect them to have a macro perspective to learn how the fluctuation of stock
price is affected by economic and political situations in Japan and other countries.
【Class Schedule】
Basic

1st

Selecting an award-winning report

2ndPreparation for the presentation

3rd

Presentation (5 minutes)

4thGrouping, Examining the theme

5,6th

Examining the theme[THEMES]Music, Renewable Energy, Plastic Problems,
Tourism and Technology, Revitalization of
Shopping Arcades

In the basic seminar, each group of
students chose an award-winning report ofAdvanced
7th
Announcing the theme
NSL and analyzed how the theme was
8thGathering information on corporations
selected and how it was related with the
9~11th Screening
portfolio. They gave a presentation of what they had found, thinking about what is important to makea portfolio for NSL. In the advanced seminar, each group decided on their theme and was instructed
to select their themes considering what industries or business sectors would be growing and what
problems we would face.
【Students’ Comments】
・The corporations we chose had little to do with our theme, so I told our members we should selectthose that go well with our theme and have our own unique approach when making our portfolio.
・All the members were doing surveys on many companies, but we thought one member should
continue the survey and that the others should write down what we had found so far. However,when we wrote it down and saw our findings, we realized we’d have to do more surveys. In addition,
I thought that we would have to evaluate those companies from different perspectives.
【Students’ Works】- 45 -

3)Societal (Field of Sociology)【Significance and Aims】
Students will heighten their awareness of social issues and set up their hypotheses relating to the
problems. To prove their hypotheses, Students will conduct social research. Students will develop
logical thinking skills and practice statistical processing. In the end, students will learn how to build
up convincing arguments using data collected.
【Class Schedule】
Based on the decreasing population of Japan, set up hypotheses concerning the issue, conduct
research and present possible solutions and issues.
BasicsSeminars

1st

Guidance / Analyzing a movie from societal viewpoints

2nd

Considering what makes students choose a course of science or arts/humanities
and construct the hypothesis

3rdConsidering outlines of hypothesis and research

4thPresentation of the outlines and Q&A

5th

Dividing a class into five teams (Culture, Family, Medicine, City, Work)

6th
7th

Setting up hypotheses and research questions based on reading previous
research

8th

Presenting the hypotheses and research questions and Q&A

9th
10th

Choosing research objects and methods. Creating and conducting surveys

11th
12th
13th
14th
15th

Analyzing the resulting data of questionnaires, using statistics (credibility,
cross tabulation, frequency distribution, and correlation)
Presenting and discussing the results / Preparing the report【Students’ Works】
Hypothesis 1: Family backgrounds affect interest in culture.
Hypothesis 2: Belonging to a subculture affects views of marriage and romance.
Hypothesis 3: Exposition to birth and death in one’s circle of family and friends affects decisions oncertain medical treatments.
【Students’ Comments】
・I think it is important to discuss ideas which are not agreed upon unanimously and to clarify whatcauses the disagreement.
・I sometimes try and push my argument in order to reach a conclusion. However, I believe it isnecessary not to get carried away when doing so. Keeping this in mind is crucial to arriving ataccurate hypotheses and new insights.

- 46 -

4) Technological (Field of Science and Technology)【Significance and Aims】
Students broaden their knowledge on science and technology through activities, reflecting onmaterials and services enriching their everyday lives. They will learn how to approach social issues
from scientific and technological perspectives and will present practical solutions based on those.
【Class Schedule】
BasicsSeminars

1st

Guidance / Analyzing impacts caused by scientific technology

2ndAnalyzing existing scientific technologies and their applications

3rd

Presentation of findings from 2nd lesson

4th

Dividing class into five teams based on SDGs

5th

Case study on actual implementation of SDGs at the level ofindividual businesses

6th
7th
8th

Preparing for a presentation in a group

9th

Case study group presentation and Q & A

10th

Improving presentation content based on feedback from othergroups11th

Choosing a company in order to develop novel solutions forproblems the company is facing based on current technologies

12th
13th

Researching possible solutions

14th

Group presentation and Q & A

15th

Improving presentation content based on feedback from othergroups【Students’ Comments】
・I was able to learn how certain technology is used at present but I found it challenging to think
how it will be applied in the future. I got terrified as I learned the possibility that microchips canbe implanted into humans. In the near future, the difference between humans and robots might
become blurred.
・I thought presentations with pictures are easier to understand than ones without them. It wasdifficult to understand presentations just by listening to the presenters, so I believe we shouldhave some slides which visually explain the technology.
【Teachers’ Comments】
・More and more students became aware that present scientific technology can be applied invarious fields. This raised awareness will help students deepen their understanding of chancesand risks inherent in scientific technology. I will expand the activities undertaken in this courseby having students research companies that are active on a global scale and having students
consider the applicability of specific for those companies.

- 47 -

⑤ Global English for 1st Year Students（GE）【Significance and Aims】
Giving presentations is an integral part of the activities that students on the Global course are
expected to be able to perform. Through practice and reflection, students will gain a better
understanding of the basic qualities of a good presentation.
Since one of the key skills necessary for delivering an effective presentation is the ability to switch
perspectives and take the knowledge gap between oneself and one’s audience into account, students
will become more aware of the existence of varying viewpoints, leading to an improved ability tocontribute to meaningful cultural exchanges.
In this course, students will draw on what they have been learning in their regular essay-composition
classes, and as a result, both their writing and their speaking proficiency can be expected to develop.

【Required Academic Skills】
Students will be exposed to and expected to practice the following academic skills.
➢Effective research skills (E.g. identifying valid resource material)➢Effective reading in relation to sourcing research content (E.g. skimming, scanning, academic
article approach)➢Effective presentation skills➢Effective thinking skills➢Effective questioning skills➢Effective discussion skills➢Teamwork【Class Format】
The classes are broken up into smaller groups, and students are expected to organize their groups
by themselves. Where necessary, they assign roles to ensure smooth, efficient group work. A scaffolded
approach is used to assist students in progressing from their actual skill level to the skill level
required to give an effective English presentation. Students are allowed to use Japanese in group
discussions to ensure the design of a well-founded presentational structure. Guiding questions usedin this process will follow basic strategies for English academic essay writing in order to aid thestudents in acquiring the ability to approach problems in a systematic and logical way. In addition,
wherever possible, teacher input and feedback will be in English in order to encourage the students
to shift from Japanese language-based problem solving to thinking and talking about the topics inEnglish. This will make it easier for them to give a practice presentation in English in front of thewhole class.

- 48 -

【Activities】① Each group considers the information and structure needed for effective “Show & Tell”
presentation (each group: 4-5)
② Scripts written by a teacher are shown as a model. The topic is “My favorite thing.”③ Each group analyzes the information and structures in the model transcripts based on thediscussion (refer to ①).
④ Students make their transcript about “my favorite things” and hand in it to their teachers.
⑤ Students are given feedback from their teachers. Based on the feedback, they rewrite their scripts
and then practice the presentations. (Students are supposed to be aware of eye contacts, loud voice,gesture, etc.)⑥ Students make a presentation to their group members. They evaluate the presentations by theirgroup members based on an evaluation sheet. In doing so, they find out what should be done andshould not for effective presentations.
⑦ Students make their presentation in front of the class. They are supposed to use Cue Cards so thatthey can make eye contact and gesture effectively.
【Students’ Comments】
・I was not able to make eye contact because I kept reading my scripts. Besides, my presentation was
shorter than classmates’. Some classmates used body language effectively, so that I found it easy tounderstand their presentations.
・There were many mistakes in my script even though I spend a lot of time in thinking up it.
Particularly, I made many grammatical mistakes in sentences with complicated structures. In
addition, I could not find good expressions easily and became upset. I’ll practice to speak more
fluently in the following presentations.

- 49 -

２．Second Year Students
2nd Year Students ①STEP Seminars

1)Political（Field of Politics）【Significance and Aims】
In Model United Nations, students will find out the problems of the countries they are
representing and make resolutions to solve these problems. They have to explain and negotiate sothat other countries will accept their solutions. Through these activities, students are expected torealize that politics is a means to achieve “the greatest happiness for the greatest number”, and thatthey should not think only about their own interest. What students have to learn in this course is theattitudes to accept diversity without thinking only about their own self-interest.
The lesson flow; ① Decide on the country to represent. ② Investigate the country in terms ofpolitics, economy and so on ③ Make a policy on the topic and make a statement ④ Negotiate withother delegates as an ambassador
In the first half of the year, the students learned MUN based on the topic “Immigration Issue”
which led them to have interests in other countries or find a challenge to solve.
In addition to ability to solve problems, expertise (including legal knowledge), presentation skills,
expression ability, negotiation skills were required in this course.

【Class Schedule】
Class 1

Decide on the country to represent
The 1st topic “Immigration Issue” unveiled

Class 2Work on Position Paper
Decide the order of the speeches
Speech and Unofficial discussion

Class 3

Speech and Unofficial discussion

Class 4

Speech and Unofficial discussion

Class 5

Enact a draft final resolution

Class 6

Decide on the country to represent
The 2nd topic “Capital Punishment
Moratorium ” unveiled- 50 -

【Students’ Resolution for MUN】

【Students’ Comments】

I became able to see many things from different point of views by playing a role of the delegate
from another country. While we are working on SP with classmates as a team, it is unusualfor every one of us to be in charge of one country. Compared to usual team activities, in thisindividual activity, I had to pay more attention to other members, building a consensus withother members.
This course helps me know current international situations, various issues throughout theworld from the different views. It is very beneficial for me to know how to see things from amultilateral perspective.
In the conference, I was in a position of an ambassador in a country to voice an opinion and I
considered many things I had never thought of before. That allows me to think along multiple
dimensions.

【Teachers’ Comments】
 This time I proceeded this course according to the instruction manual which was actually usedat All Japan Model United Nations 2018. All of the students read the instruction manual
carefully and were able to understand the purpose of this program.
 Some students were eager to participate in other MUN outside the school.
 In the latter half of the congress, particular students control the conversation. Each student
could prepare more for the congress.
- 51 -

2)Societal（Field of Sociology）【Significance and Aims】
In this course, students spend many hours verifying informations on various societal events byjudging their uncertainties, which help students sort out driving forces in SP.
In the situation that uncertainty is high, both affirmative aspect and negative one coexist there.
During the summer vacation, students were assigned to choose two books relating to the topics
which would be the mainstream trend in the near future and to write papers about it and make apresentation in the class.
In addition, students had some opportunities to hear lectures on “Business Grand-Prix”, given bya staff from Japan Finance Corporation,【Class Schedule】
Class 1Introduction on the course

Class 2

Consideration of the Uncertainty of driving force in SP

Class 3-4

Lecture by a staff from Japan Finance Corporation

Class 5Presentation about “Analysis of Trend”

Class 6

Presentation for “Business Grand-Prix”【Class Presentations】

Trends that students picked
・Agriculture processed by far developed technologies,
or operated by artificial intelligence・Ominous repercussions from the Internet society
・An earthquake by Nankai Trough- 52 -

【Students’ Comments】〔About Business Grand-Prix〕

At first, I didn’t come up with business plans, couldn’t get along with the other team members, andalmost gave it up. The team leader cheered us up and enabled us to finish it. In the procedure, we
faced many difficulties, but we managed them and enjoyed working on this by cooperating with eachother member.
Through this program, I learned two things. The first one is that I could do anything withteammates even if I couldn’t do it by myself. I had thought in my mind “I’m already a high school
student. I can do anything by myself.” But actually I couldn’t. With many support, advices andencouragement from many people, I was able to complete it with my teammates.
The second thing is that we shouldn’t give up easily. We started working on this program last July,but found ourselves doing almost nothing in mid-September. The deadline was around the cornerand midterm exam is also approaching, and all of us were giving up applying for the program. But,
with patience and support from many people, we were able to stay the course. The phrase by Nelson
Mandela hit on me “It always seems impossible until it”s done.” I realized this phrase is true.
We can adapt what we learned through this program to any occasion in our future. Thank you verymuch for giving me this great opportunity and much support from many people.
〔About Societal Seminar〕

I acquired some knowledge about SP by considering some trends. I was glad when I was able totake advantage of those knowledge. I’ll keep making efforts for Business Grand-Prix.
I really enjoyed reading assignment and making a presentation in front of the class because I chose
my favorite topic, the Internet.
【Teachers’ Comments】
・ I think that the students were able to obtain essential point of view in SP, such as setting Trends
or consideration of the uncertainty.
・ In the second class, students experienced one of the validation methods to use specific example
from both supportive and destructive view points on every topic. They were using that method
in SP practice in October. I felt it worked well.
・ When the students create the Trends, they did not rely on too much information from . about
Business Plan Grand-Prix. the Internet and they were able to have systematical way of thinking.
These things are improvements compared to the previous year students.
・ About Business Plan Grand-Prix, the students enjoyed interactive activity with Economic
Seminar students by receiving lectures by a staff from Japan Finance Corporation.
・ This year’s Societal program might have been a bit different from actual sociology, because we
focused on SP.

- 53 -

3)Economic（Field of Economics）【Significance and Aims】
Economics is a variety of subjects such as economic policy, corporate behavior, monetary policy,
stocks and foreign exchange. In addition to letting students acquire knowledge of the economy
connected to SP, there are activities to nurture qualities of a global leader and guide students for reallife choices. As a means to do that, students participated in the Business Plan Grand Prix, which issponsored by Japan Finance Corporation. We tried to give students the necessary qualities for global
leaders from the perspective of high school students by experiencing the depth of business.
【Class Schedule】
1stClass

Create guidance team

2ndClass

Analysis of winning works

3rd~4thClass Lecture by the person in charge of the Japan Finance Corporation
5thClass

Intermediate presentation

6thClass

Last presentation for business plan submission【Research Theme】
Responding to environmental issues such as micro plastics, food safety, waiting-child problems,and super-aging society【Students’ Works】- 54 -

【Students’ Comments】
・I made a plan this time and felt that it was so hard to make something. I really wanted to start abusiness in the future, and although this activity was hard, it was a very meaningful and enjoyable
time. I will continue to do my best to make use of this experience in the future.
・Through this process, I thought again that trial and error are important. If I don't do it over andover, I don't know what's wrong, and the goal tends to be difficult. And more than anything else, I
just felt that I had too little knowledge because it was just called the information society. My dreamis to talk to many people and expand the community. I want to be a person who can examine what
I need for that.
・I feel that I was able to spend a very meaningful time through the Business Plan Grand Prix. I
think most high school students, not just us, will be involved in business in the future. I am happy
because I had the opportunity to think about business. I would like to continue to make use of thisvaluable experience.

【Teachers’ Comments】
This year our students participated in the Business Plan Grand Prix, and it was a great deal ofcompleteness between the group who was patient and thought out about their business plan until theend and the group had become a little complicated on the way. A difference arose. In business plans,
there is no fixed correct answer, and it is necessary to clarify their targets and to think about themeans for accepting the targets while accepting their weak points. In addition, it is necessary toconvey the plan that they have thought of themselves to their partner so that they can understandand accept it. I would like them to continue to think deeply about how their thoughts can be accepted
through the creation of a business plan. This year the plan submission was just before the deadline.
I want them to reconsider the importance of schedule management.

- 55 -

4)Technological（Field of Science and Technology）【Significance and Aims】
To acquire a wide range of knowledge about the environmental problems of the current world. In
particular, problems related to ecosystems and energy must be solved quickly by countries in theworld. Therefore, we decided to learn about exotic organisms and water quality conservation in termsof ecosystem problems, and clean energy to replace fossil fuels in terms of energy issues. By deepening
the understanding of environmental issues from a scientific and technical perspective, we predict the
future that can occur in 10 to 20 years. At that time, by considering the current limitations of eachtechnology, we will be able to discover the issues for environmental conservation and energy
production and propose the best way to solve them.
【Class Schedule】
1stClass

Guidance, grouping

2ndClass

Determination of experiment contents

3rdClass

Preparation for conference presentation

4thClass

Preparation for conference presentation

5thClass

Examination of experimental conditions

6thClass

Evaluation meeting【Students’ Comments】
・I can dig deeper into “Environment / Energy” more technically at this seminar, and it will be usefulfor SP and the future. I didn't go to the conference directly, but I'm glad I was able to experiment.
・With an understanding of the current power generation in Japan, we prepared for the conference.
Basically, we respect students’ voluntary behavior, so we can relax and be satisfied as we like.
・I researched and thought about various types of power generation, such as solar power generation,but ended up being unable to actively participate in external competitions. I hope that I can use theknowledge I gained in the technological seminar to the SP of the international symposium.
【Japan Society for Energy and Environmental Education Presentation
at The 14th National Convention (in Kochi Prefecture】
We selected an academic society where high school students could present as a place to announce
the results of their daily efforts. Although it was not a place to compete as a contest, it was anopportunity to interact with students, teachers, and experts from other schools, and to enjoy anacademic atmosphere

On the day of the conference presentation- 56 -

【Students’ Works】
①

②

③

④

We were interested in why the solar panels were installed diagonally. Therefore, it was investigatedwhether there was a difference in the amount of power generated when the solar panel was horizontal
with respect to the ground and at 45 degrees. The solar panels were reused from the ones installedin the radio created in the technology home economics at the third year of junior high school. In
addition, a condenser was used to store the generated electricity, and an LED mini-bulb was used tovisualize the discharge of the stored electricity.
【Teachers’ Comments】≪Good points≫
・

Aiming to present at a conference makes many students work actively.

・They came to think logically by designing the experiment themselves.

・

They experienced trial method and thought by experiment.

・Thought based on scientific grounds, such as whether an experimental system suitable for the
purpose has been assembled.

・ The use of solar cells has further raised environmental awareness.
≪Points to reflect on≫
・ Not everyone experimented, but only those who wanted it.
・ Students had different consciousness from the preparation stage.
・ Because each person took the style of searching for contests of interest and applying for them, it
was an individual or small group activity, and the seminar as a whole did not settle in one
direction.
- 57 -

②Scenario Planning for 2nd Year Students【Significance and Aims】
Students will learn how to apply the methodology of scenario planning in order to develop theirproblem solving skills. Scenario planning (SP) is a management tool used by organizations in businessand politics to envision possible futures and derive strategies for success. The reason we adopted itfor our Global program was to give students the opportunity to practice problem solving, using anapproach from the world of business that is rarely taught in schools. Since our mission is to equip
students with the necessary skills to navigate and shape not only the present but also the future, SP
is a perfect fit for our program. It fosters important skills necessary for excellence in leadership suchas the skill to effectively define and solve problems, strategic and critical thinking, and research skills
involving critical thinking.

【Class Schedule】
Class number

Activities

1st

Orientation

2nd

Pre-SP (how to select driving forces)

3rd

Pre-SP (how to choose two axes and write scenarios)

4th

Pre-SP (Presentation)

5th

SP (group work)

6th

SP (group work and individual preparation)

7th

Individual SP Presentation

8th

SP (Base scenario－basic ideas)

9th

SP (Base scenario―preparation)

10th

SP (Base scenario―presentation)

11th

SP (Driving forces)

12th

SP (Two axes)

13th・14th

SP (Presentation Practice)

15th

SP (Presentation)

16th・17th・18th

Preparation for International Symposium【Students’ Comments】
・SP was the most difficult and demanding activity in the whole global activities, especially choosing
two axes and writing four scenarios with appropriate titles for each quadrant. I hope thisexperience will be helpful in my future career.
・Through SP, I found thinking about the future very difficult but important. We continued our
discussion over and over until the last minute before the presentation to make it better. I think
this is thanks to my team members. It could have never been possible without the help of my
teammates.
- 58 -

・ We thought about questions with no definitive answers and had discussions to find possible
solutions. It was a difficult but very precious experience.
・At first I was confused with so many unfamiliar technical terms, but I gradually understood them.
I became able to think deeply.
・I am still very poor at writing scenarios. I know it is not an easy task and other students are also
struggling with it, so I am very happy that my group was chosen to make a presentation on thestage on the day of International Symposium!

【Students’ Works】

Pre-SP Matrix【Teachers’ Comments】《Acquired Skills》
・We divided whole process into small steps, so that the students were able to follow our instructions
easily and understand what they were required to do in each class.
・We instructed the students to have discussions based on various materials and data, so they werealways referring to data provided or collecting data themselves, and they acquired the skills tothink logically.
・We had the students choose the group members, so they completed the task with responsibility.
《The Skills Requiring Further Efforts》
・We thought we provided the students with enough time to choose the two axes but the students
couldn’t. They still need the skill to choose two axes more quickly.
・In relation to the amount of data collected, the presentations are rather short, which makes it
difficult to decide which pieces of information to use and which to leave out.

- 59 -

③ Global English for 2nd Year Students【Significance and Aims】
Giving presentations is an integral part of the activities that students on the Global course are
expected to be able to perform. In this course, students will learn how to introduce various aspects ofJapanese culture in an engaging way to an audience abroad, and by doing so contribute to ameaningful cultural exchange. In order to do so, the students have to gain the flexibility to switch
perspectives; they will practice to shift between their own Japanese perspective and the perspectiveof their foreign audience, which is not familiar with Japanese culture. In the process, students will
also practice analytical thinking skills that will help them design effective presentations.
【Required Academic Skills】
Students will be exposed to and expected to practice the following academic skills.
➢Effective research skills (E.g. identifying valid resource material)➢Effective reading in relation to sourcing research content(E.g. skimming, scanning, academic article approach)➢Effective presentation skills➢Effective thinking skills➢Effective questioning skills➢Effective discussion skills➢Teamwork- 60 -

＜Presentations on the school excursion trip to Australia＞

During the first year for the global course we focused on increasing the students’ ability to givepresentations in order to prepare them for their fieldwork trips in March 2019. Following on from
this, the goal of the first half of the second-year global course was to build on the students’ experiences
during their fieldwork excursions, and to prepare the students for a trip to Perth, Australia in July.
While in Perth the students visited local schools where they taught the local students various
Japanese games and activities, as well as giving presentations. As this was all carried out in English,
the students spent their time during Global classes practicing how to give specific instructions inEnglish. They also further refined their English presentation skills through various group andindividual presentation activities.
The second half of the year was dedicated to preparing the students for the International
Symposium, and scenario planning, or ‘SP’ for short. After first creating their scenarios in Japanese,the students are required to make presentations in English. Scenario planning is a difficult concept
for the students to grasp in Japanese, so asking them to also do it in English really requires a deep
understanding of how English can be used in conjunction with Japanese. Scenario planning requires
the students to think on a deeper level, taking students out of their comfort zone and forcing them toreally consider how best to utilize English as a tool for international communication andunderstanding. Therefore, scenario planning can certainly be said to be of great value to students
who will soon be members of an increasingly global society,- 61 -

３．3rd Year Students
Graduation Theses【Significance and Aims】
As the final activity of the three-year global course program, the students wrote a graduation thesis
based on the theme of our global program: Energy. As they tend to choose similar topics, they wereadvised to select their topics from a wide range of issues and to collect information from reliable
sources in order to make their scenarios as accurate as possible.
Since they lacked the experience of actually writing of this academic level, it took more time forthem to logically put their ideas into words than we expected.
Their theses contained many of annotations and footnotes. This is because they had to rely largely
on external sources.
【Class Schedule】① Improving scenarios, reflecting on feedback given at the International Symposium in the previous
year
Their theses are based on their scenario planning they presented at the International
Symposium. Some groups found their chosen topic difficult to deal with and others recognized that
there was a lack of logicality, so they revised it to make a better one.
② Introducing the structure required for a “Graduation Thesis”
Each group’s thesis consists of two chapters: a group chapter and an individual chapter.
Students were instructed to ensure consistency within the group. To facilitate the process, samples
from the previous year were used. Every group was instructed to use the same layout and structureso that the whole collection of their theses would be in a coherent style.
③ Writing common group chapters
The group chapter shows the fundamental ideas of their Scenario Planning. Since they had had
a lot of discussions on their topic so far, and all the members of the group understood what theirideas were, each member was assigned to a role in their group chapter and worked on it individually.
④ Writing the individual chapters
About two students were allotted to each of the four quadrants. They identified the key points
and freely presented their argument for the chosen quadrant. For the quadrants containing a lot of
possibilities, each student created a distinctive scenario. On the other hand, for quadrants picturing
an undesirable future, each student tended to develop similar ideas, so they were advised to comeup into different ideas by proposing divergent approaches to evade those futures.
⑤ Compilation
All the theses, each consisting of a group chapter and individual chapters, were made into one
whole compilation.
⑥ Writing an abstract in English
All the members of a group were allotted to a role in their group chapter and wrote the abstract
in English.
- 62 -

An example of the titles of the four quadrants

RJ: Regional Jets

【Teachers’ Comments】
・Students found it difficult to deal with the theme “Energy”, but they somehow managed to complete
their theses. However, since they were under the pressure of time, they had a hard time to makeproper annotations.
・Since students put together what they individually wrote for both the group and individual chapters,
their theses sometimes lacked the consistency of definitions or expressions of terms they used.
Ironing out these differences took up quite some time.
・Students realized that it is critical to look at where information is coming from and that only
collecting information that is convenient to them doesn’t make their claims valid.
・For some quadrants, it was easier for students to create different scenarios, and for others, it wasmore difficult. This was because of the fundamental constructiveness of each quadrant. Somestudents who were allotted to difficult quadrants had a harder time creating their scenarios.
・Sometimes it was difficult to obtain relevant data from companies and public organizations because
they deemed it too sensitive to be made public.

- 63 -

Editors’ Postscript
Seifu Nankai Senior High School
SGH Project Team
This is our fourth “International Symposium,” and we have gradually improved this event over the
past three years. Although we are still at the stage of trial and error, we can say that we have found
an approach that works for us.
As part of the activities related to our symposium, two years ago, Seifu Nankai Junior High School
started to hold a poster presentation session around the time of this symposium. Our junior highschool students have learned a lot about how to give a presentation from theirseniors in the global course. We are sure that activities carried out at part of
the global course have been crucial in cultivating the students’ abilities tothink logically and critically. Through the successful implementation ofmodern teaching techniques, the students enrolled in the global course at
Seifu Nankai have been exposed to various problem-solving tools, such as
Scenario Planning, that have acted as steppingstones for the students to stepoutside of regular classroom activities and experience real-world, task-basedlearning. It is our desire that eventually such activities will play a role inshaping the future of education in Japan.
This booklet shows some of the activities our guests from abroad have taken part in since arriving
in Japan. It has also been translated into English so that our foreign guests may enjoy reading it.
We hope that this booklet will be a record of our activities and a driving force for our continuous
evolution as globally minded educators.

Upcoming Events
Interim Presentation
At Seifu Nankai High School, 22nd Feb 2020
１．Interim Report of the latter half activities in 2019
①After the 4th International Symposium②3rd year students’ Graduation Theses③2nd year students’ Scenario Planning Presentation④1st year students’ STEP seminars and GE Presentation
２．Summary of the past five years
３．Provisional Activity Plans after 2020

- 64 -

清風南海学園 中学校・高等学校
Tel 072-261-7761
Fax 072-265-1762
http://www.seifunankai.ac.jp/- 65 -