Seifu Nankai Senior High School

International Symposiumfor the Future World
ChapterⅣ(English Version)

November 10th, 2018

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 Thesis

1. 1st Year Students①Orientation・G-mission( 1st year students)【Significance and Aims】
・To experience the atmosphere of integrated learning time
・To keep in mind that they have their responsibilities as Global Course students.
・To learn how to deal with a problem which has no clear answer.
Every student considered “5 articles for having a discussion” and “5 articles for listening to alecture”, divided into small groups and did work to make an announcement about their own ideason them.

Then, they carried out brainstorming and narrowed down the number of their ideas toone by voting.
【Class Schedule】
1st time

To introduce to the students how we will proceed the integrated classes.
To have every student consider 5 important principles when listening to alecture and 5 principles when having a discussion.
To have each group reduce the number of overlapping principles.

2nd time

To have each group consolidate 5 principles on a discussion and 5 on alecture.

3rd time

To have each group make a presentation of their ideas and vote.
To have each group summarize what they have learned through theseorientation lessons.

4th time

To introduce to the students briefly what Scenario Planning is.
To have every student make a timeline of him/herself in 10 years.

5th time

To have each group discuss about each timeline.
To summarize what Scenario Planning is.

【Students’ Works】【Students’ Comments】
・I think it important to make it into account what kind of presentation can attract people and iseffective. I want to use what I learned at this lesson in practice- 36 -

・As a global course student, I spent a very valuable time at this session. For the following lessons,
I try to make use of what I learned from this session.
・Through this session, I experienced many things, such as working on the problem with my teammates, listening to other team’s advice, and making a presentation in front of the big audience.

【Teacher’s Comment】
I think the students were able to learn to find a new way of solution to the assignments we provided,by thinking not in vague sense, but from the perspective view point. Through their working on theseprojects, the students may have some difficulty in organizing team, or taking a debate one step further.
On that point, we could say our goal has been met. Meanwhile some teams set their goal to finish
their project, we teachers should encourage them to develop their activity.
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１. The②Special
way of thinking
Global Human
Resources
Classes for& Sessions( 1st year)
students)
１．The way of thinking for global leaders
Lecturer：MINATO Nobuaki, Graduate School of Technology Management, Ritsumeikan University
Date：Tuesday, April 24, 2018 11:45 ~ 12:35
Outline：①Two ways of thinking: Divergent thinking and Convergent thinking②Students will learn that discussion with a variety of people is important.
③Brainstorming in a group

２．

Political

Lecturer：AKAHOSHI Sho, School of Law and Politics,
Kwansei Gakuin University
Date：Tuesday, May 29, 2017 11:45 ~ 12:35
Outline：①Students will learn the importance of looking at things from a global point of view, using“United Nations and Us” as a teaching material.
②Students will learn about the attempts to reduce disparities in many things, such as
economic and educational environments.

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３．

Economics

Lecturer: DOI Noriyuki, Innovation Research Center, Kwansei Gakuin University
Date: Friday, July 5, 2018 13:20 ~ 14:10
Outline: “Business Enterprises and Industry in the
Globalized conomy”①Let’s think about daily questions from theviewpoint 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
４．Societal
Lecturer：MURATA Yasuko, School of Sociology, Kwansei Gakuin University
Date: Friday, June 22, 2018 15:20 ~ 16:10
Outline:①The territory of sociology②Care and Society– from the experience of participating in a project for reducing child abuse –５．

Technological

Lecturer：Sanwa Nobuhiko, Lake Biwa Environmental Division, Biwako Policy Division
Date: Tuesday, May 22, 2018 11:45 ~ 12:35
Outline:①The value of Lake Biwa
②Problems and how they have dealt with them
②What they have been doing to sustain Lake Biwa

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③ Fieldwork (1st year students)
Fie
１．Societal
Lecturer：MURATA Yasuko, Social Studies Department in Kwansei Gakuin University
Date：Thursday, July 12, 2018 15:15 ～ 16:55
Place：Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Participants：13 Global Course students in the 1st year of senior high school
Topic：The difference between China and Japan from a perspective of “gender”
Contents：①Listening to a lecture on the present situation of raising children and the change offamily relationships in Japan.
②Dividing themselves into 2 groups and asking Chinese students questions about theway of raising children and family relationships in China.
③Summing up the content of the interviews in each group and reporting the summary

２．Political
Lecturer：AKAHOSHI Sho, School of Law and Politics, in Kwansei Gakuin University
Date：Friday, October 19, 2017 16:50 ～ 18:20
Place：Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Participants：20 Global Course students in the 1st year of senior high school
Topic：Affirmative Action
Contents：①Listening to the brief presentations by a student in Professor Akahoshi’s seminar at
Kwansei Gakuin University on “Affirmative Action”, referring to Cheryl Hopwood.
②Dividing university students and themselves into 4 groups and having a discussion
about whether affirmative action is right or wrong.
③Summarizing what they have discussed on a large paper and making presentations
and sharing their opinions.

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３.Technological
Lecturer：HORIUCHI Tetsuya, Researcher of Inorganic Functional Materials Research Institutein National Institute of Advanced Industrial Science and Technology (AIST) Kansai
Date：Tuesday, July 24, 2018 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 bytrigonometric function.
Making a model of a chair of wood as a practice.
②Having a tour in the institute, looking at facilities such as an electron microscope.

４.Technological
Lecturer ： TANAKA Takayoshi, Section Chief, Lake Biwa Environmental Division, Shiga
Prefectural Government
SEKI Shinsuke, Fisheries Division, Shiga Prefectural Government
Date：Wednesday , August 1, 20178:30 ～ 17:00
Place：Takashima City in Shiga Prefecture
Participants：20 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.
③Observing a reed band.

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1st Year STEP Seminars
In the first half of the year we worked mainly on Political and Economic seminars.
1) Political（Field of Politics）【Significance and Aims】
・To have more interest in other cultures and think about what they need in order to build good
relationships between people from different cultures.
・To build up skills to collect information and deliver presentations.
・To develop abilities to solve problems and challenges through group activities.
・To enhance cooperative attitudes.
・To develop international relations.
The students will participate in “Model United Nations” next year so as to deepen theirunderstanding about international politics.

In order to be prepared, they make “The United

Nations boxed lunches”. In this lesson students have to think about what kind of lunch would beappropriate if they ate the same lunch during the United Nations Congress. In order to invent amenu, it is necessary to think about various kinds of things: food culture, the economic situation,
religions, and the industry of many countries.

Students are required to have a wide range ofknowledge and the ability to collect information.

This school year they worked on the task, focusing

on eight countries; Japan, China, America, Australia, Ethiopia, Spain, Brazil, and Saudi Arabia.
【Class Schedule】
Time

Contents

Students’ Roles.

1st

Guidance

Divide the class into 8 groups and decide which country each groupis in charge of. Discuss important information regarding the country.

2nd

Position Paper(Basic Information ofEach Country)
Preparation

Summarize basic information pertaining to your country such as,
population, religion, GDP, political system etc.

3rd

Policy Paper

4th

Draft Resolution

5th

Non-sitting
discussion

6th

Modification of Draft
Resolution

7th

Draft Resolution
Presentation

8th

Discussion / Summary

Think about policies, and what kind of resolution will be beneficial
for your country, as well as the disadvantages that may occur.
Based on policy planning, consider the resolutions proposed by yourcountry and write them all down. Then share them with everyone.
Look at the resolutions drafted by each country and state yourrequests to other countries. Receive opinions on the resolution of ourcountry.
Based on the last non-seating discussion, we will revise theresolutions. Refine them so that you can get the approval of theresolutions.
Present resolutions using PowerPoint. Listen to the resolutions ofeach country and think about which resolutions you agree with.
Discuss again and revise the resolution. Also question the resolution
using a questionnaire.

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【Students’ Work】An Example of Resolution【Teachers’ Comments】
・While gathering information about their respective countries, the students tended to rely too muchon internet sources. It would be better if they also used other sources such as books and magazines.
・It is almost impossible to make a “United Nations Boxed Lunch” that everyone from all over theworld will enjoy eating because of the differences in customs, religions and so on.

Therefore, wecannot make progress in our negotiations if we only insist on our opinions. I think the students
have learned that.
・I expected the students to mainly learn how to negotiate with other countries in order to balance
the interests of their own country and others.

The students had a hard time negotiating with othercountries, but I feel they all worked hard to try to think internationally.
・I hope that the students will feel closer to “Model United Nations” through this political seminar. I
would like them to continue to work hard so that they will be able to attend “All Japan High School
Model United Nations” next year. I strongly hope that they will acquire a global viewpoint.

- 43 -

2)Economic（Field of Economics）【Significance and Aims】
・Considering economics from the perspective of social issues and global issues.
・Understanding trends in corporate activities and technologies through research pertaining toindustry, and corporations.
・Understanding the trends of economy and market by making a virtual investment in stocks.
→ Focusing on the "Economic and social movements" that cause stock price fluctuations,
Understanding the relationship between the economy and changes in our lives and society as awhole.
We aimed to provide the students with basic knowledge of economics through analysis of corporate
activities and technological innovation in order to accommodate discussions focusing on a variety of
global and local issues. In order to encourage the students to seek out information for themselves, we
introduced virtual investment through stock learning games, using the Nikkei stock league method.
Studying investment behavior in companies cultivates a micro perspective, with a focus on areas suchas corporate activities, technology, and how these areas affect society. Also, fluctuations in stock prices
are influenced by various domestic and foreign economies and politics, so, by studying these trends
you can expect to develop a macro perspective.
【Class Schedule】
1st period

Considering economic and societal issues.

2nd period

Deciding on themes.

3rd period

Checking out various corporations according to the theme

4th period

Deciding on the indexes

5th period

Screening

6th period

Preparing for the presentation

7th period

Delivering the presentation

8th period・Completing the reports

In these classes, I decided to have the students make presentations on their themes theme andwrite a final report. The students wrote reports as well as giving presentations in order to give thema chance to present information that they may not have been able to present, due to time restrictions,or a lack of materials. The theme was decided using brainstorming, and group discussions. Research
was carried out by using the Internet, quarterly newsletters, industry maps, etc. When creating
portfolios, the students were advised to consider factors such as stock indices, as well as otherindicators identified by the teams, and to analyze the implications of these factors in relation to their
themes. In presentation classes, grading was carried out by utilizing Classi. Each student was gradedin accordance with the rubric evaluation table. In the last hour, we reviewed the results on, andcorrected the report.
- 44 -

【Students’ Comments】
・One good point was that all the team members tried hard to work together to make something good.
This is how I had hoped this activity would turn out. In the future, I want to read not only Internet
articles, but also books on hunger, to have a deeper understanding of the issue.
・I learned a lot through this activity. I not only learned about investment, but I also understoodthe difficulty that comes with trying to find solutions for questions with no clear answers. The more
I considered the issue, the more questions were raised. It was very tiring, but I realized theimportance of discussions, and working together with others to find solutions to difficult problems.
・The project was made easier by working together as a group and being more objective with our
opinions. Through various screenings, and feedback sessions my attention was drawn to things I
would not have noticed if I were working by myself.
・I was able to learn a great deal of new things and expand my knowledge of a subject with which I
was not familiar. I would like to keep on working on global activities in the future.
【Students’ Work Samples】【Teachers’ Commnets】《The good points》
・Through studying various social and global issues, students were able to expand their perspectives,
as well as learning the importance of diversity by exchanging opinions and values among groupmembers. In addition, I was conscious of my own role in the group, I thought about what I could
contribute to the team before I acted.
・In the questionnaire after the class, there were many positive answers, such as "I was interested in
the theme", "I could improve my problem-solving ability", "I improved my ability to communicate
with others."《Points to reflect on》
・Some teams had trouble with their presentations or reports and could barely finish them on time.
I should have given them more time to prepare them.
- 45 -

3)Societal（Field of Sociology）【Significance and Aims】
・Students will practice statistical processing.
・Students will develop the logical thinking skill.
・Students will conduct social research.
・Students will learn how to build up convincing arguments using data collected.
【Class Schedule】
1st period

Explanation of each academic field and explanation about sociology.

2nd period

Practice making questionnaires.

3rd period

Deciding the outline for the questionnaires in groups.

【Students’ Work Sample】〈Example of a student’s questionnaire〉【Teacher’s Comment】
This year all of the activities have been moved to the latter half of the year, and we have only
three lessons. It remains to be seen if this is a good move, or not. Up until now in Societal classes,
we have focused on encouraging the students to challenge their perceptions of what is considered tobe “the norm”. However, as this is somewhat conceptual, there were several times when students
couldn’t quite grasp the content of the lesson. So this year, we tried to make the topics more focused.
Next year this will be a full-fledged seminar activity in order to prepare the students for SP, and is
the result of seeking organic cooperation between STEP seminar and SP.
As we corrected the direction of the course, many things remained unclear, such has how much
we can cover in 7 short classes. Although as the person in charge there are a few things I’m worried
about, I’m looking forward to seeing how much the students can learn through the political andeconomic courses- 46 -

4)Technological (Field of Science and Technology)【Significance and Aims】
・Becoming interested in environmental problems.
・Being able to understand what the data shows.
・Fostering the ability to think logically.
・Learning how to be cooperative and to solve problems throughgroup activities(Solar Panels at a station)・Acquiring skills necessary for doing research and delivering presentations【Class Schedule】
1st period
2nd period
3rd period
4th period
Field Work

Lecture on environmental problems about Lake Biwa①
a foreign species, wetlands preservation
Lecture on environmental problems about Lake Biwa②
water quality, an ecosystem
Lecture on environmental problems about energy①
next-generation energy such as a solar generator
Lecture on environmental problems about energy②energy resources and reuseThinking about how to deal with the challenges by visiting it and seeing its
current situation.

【Students’ Comments】
・I only knew that the ecosystem of Lake Biwa is a problem. When I heard the lecture, I learned thecausal relation that the problem of ecosystem of Lake Biwa leads to the decline of society and thedeterioration of economy. By finding value in nature and history, creating an economic cycle there,
more people will make social systems in a sustainable region. For that reason, we thought that we,
who are receiving benefits from Lake Biwa, have to participate in various conservation activities
and contribute by eating local cuisine of Lake Biwa.
・I have never been to Lake Biwa before. I first learned a lot of things that I do not understand simply
by exploring the village around Lake Biwa and examining it on the Internet. For the first timeseeing “Kabata”, I thought that people in Shiga prefecture cherish Lake Biwa very much. I admiredthat they are striving not to clean the Lake Biwa so that garbage will not flow in and to avoid using
detergent etc. When I actually took a ship and took out the fish, I felt it was thanks to their efforts.
I thought that we should also be careful not to pollute the water.
【Teacher’s Comments】
As I had expected, many students never heard about the problems about Lake Biwa. In addition,
only a few students felt close to Lake Biwa. However, many of them began to understand graduallythat the environment of Lake Biwa had a lot to do with their lives. All the problems about Lake
Biwa are interesting to students, so it seems that students are highly motivated to solve them. In thesecond half, I am planning to address environmental issues through the use of renewable energy suchas solar power generation.
- 47 -

⑤Global English ( 1st year students)（GE）【Significance and Aims】① Students will acquire English
communication skills and presentation skills.
② Students will gain further understanding about global
issues and discuss them from global perspectives.
【Outline of the Lessons】① Divide the class (40 students) into two groups and each group is taught by two teachers (oneJapanese and one non-Japanese teacher)② Divide the students into even smaller groups made up of four members.
③ All conversations are supposed to be carried out in English.

【Activities】① Acquire English communication skills andpresentation skills from “iPhone
Presentation by Steve Jobs”② Choose their favorite “Doraemon’s gadget”
and think about an effective presentation.
(each group:2~3)③ Make an effective presentation with Power
Point.
④ Practice for the presentation without a script.(eye contact, loud voice, gesture)⑤ Each group has about 4min. to give a presentation. The others will evaluate it.
⑥ “a person I want to feature” respect, admiration, favorite, dislike, etc. Choose a person theywant to feature and make a presentation to introduce him or her.
⑦ Watching a model presentation, make pairs, choose a person and make a presentation.
⑧ Each group has about 4min. to give a presentation. The others will evaluate it.

- 48 -

【Students’ Comments】① In first class, I saw the presentation that Steve Jobs introduced iPhone. His presentation mademe want to know more about it. Then, I had a presentation for introducing a tool made by Doraemon,called Dokodemo-door. I’ve never made a presentation in English, so I didn’t know how to make agood presentation. I saw his presentation many times, eventually I found out that it was different
from Japanese one. I tended to use difficult words, but I noticed that I should use simple words andmake short sentences. So, I tried to make simple sentences. After that, I made Power Point for the
first time. I didn't know how to make an attractive Power Point like Steve Jobs, and it was trial anderror. Through GE classes, I learned how important a presentation is. Whether my presentation
would be good or not, it can give the people some impression.
② Through this GE class, I learned two important points of giving a presentation. First, we should
use simple words. We often use PowerPoint on presentation. To tell people my opinion exactly andbriefly, long and complex text is good to use? We may have only one chance to tell people our opinion,
so we must get the audience to understand our opinions. Second, we should use a body language. To
make the audience take an interest in our presentation, we should explain our opinion not only saying
our draft but also using body language. I think body language has an effect which makes speaker andaudience get closer to each other. So, we should use it. Lastly, why I learned them is that I watcheda video of Steve Jobs gave a presentation about first iPhone on GE class. His way was completed ofthese two points, and his presentation amused his audience, too. So, I will do my best to give a
presentation, and I want to be a good speaker of a presentation.
③ In GE lessons I learned about how to deliver an effective presentation in English and gave apresentation on Doraemon’s special gadgets. I was surprised and excited to know presentations
should involve a certain amount of humor in foreign countries and that if a presentation is not funnyenough, the audience will not listen. In Japan many people deliver their presentations very seriously,
but the presentations by foreign lecturers we saw in a GE class were all full of humor. When I
managed to give a presentation in English for the first time, I had a very difficult time. I will practice
hard to improve my skills, so that I will be able to deliver an impromptu presentation in English.
【Teachers’ Comments】
Students were taught presentation skills in English, with a view to improving their performancein delivering compelling presentations during their field work trips in March of 2019. The students
were shown videos of English presentations in order to highlight the differences in style and content
between presentations carried out in English, and presentations carried out in Japanese. This
allowed to see that cultural norms, as well as language are important factors in determining what
constitutes a “good” presentation, and how these norms may vary from country to country.
An understanding of the close relation
between language and culture is vital for students
if they wish to participate in in global events.
Through studying the skills required to carry out
successful presentations in English, and byanalyzing how these skills differ to the skills
required to present successfully in Japanese, thestudents are also learning important lessons incross-cultural communication.
- 49 -

２．Second Year Students
2nd Year ①STEP Seminars
1)Political (Field of Politics)【Significance and Aims】
In the Model United Nations, students must search for topics pertaining to the country they are
assigned to and make resolutions to solve problems. To have these resolutions passed, students mustnegotiate with other nations and explain their positions very carefully. By performing these
activities, students learn that the goal in politics is to achieve “the greatest happiness for the greatest
number of people,” not only for themselves. By studying politics, the students need to learn to accept
diversity and not to only think about self-interests. The course is run in the following order: ① each
student is assigned a country, ② each student researches the political, and economical topics fortheir country, ③ a policy is made according to a topic and it is presented, ④ as the representativesof their nation, negotiate with ambassadors of other nations.
During the first half of last year, the topic used was“food security.” Students worked on understanding
the concerns of other nations, discovering current topics,
improving problem-solving, presentational, expression,and negotiation skills, and attaining specialized knowledge.
【Course Schedule】
1st ClassCourse Introduction、Country Assignment、Topic Confirmation

2nd Class

Lecture on the Topic ①, Position Paper Creation (Fundamental Information)

3rd Class

Lecture on the Topic ②, Policy Paper Creation（Draft Policy）

4th Class

Policy Presentation,

5th Class

Resolution Planning

1st Day of Conference【speech】 France・Thailand・Chili・South Korea・Brazil・Australia【motion】 Afghanistan “Each country spends 1 minute to present policy”【 Chair’s Proposal 】 “Adjustments” → Discussion about Edible Meat andBiotechnology

6th Class2nd Day of Conference【speech】 Greece・U.S.A.
【motion】 Chili・France “20 minutes of unmoderated caucus”【speech】 Canada・Spain

7th Class3rd Day of Conference【speech】 Germany・Singapore・Afghanistan・Malaysia【vote】- 50 -

【Students’ Works and Results】
Country

Malaysia

Sponsors

Chile

Details

・Promote the use of biodiesel in each country.
・ Discourage the production of biodiesel’s main component, palm oil and encourage

Afghanistan Australia United States Brazil

the use of preexisting biodiesel
・Restrict the use of bioethanol made from wheat and corn. In countries where wheat
and or corn production is not self-sufficient, bioethanol production should beprohibited. In countries that are self-sufficient, only a small percentage of their
total grain production is permissible for use in producing bioethanol.
・Restrict the increase of meat consumption, generally aiming to only consume
preexisting meat.
【Students’ Comments】
・During this conference, I felt that the resolution discussion had become somewhat blunt and flat.
There were areas I was unfamiliar with and negotiations became biased. In the end, we were able
to submit a final resolution, but next time, I would like to accomplish one with my own country’s
interests in mind.
・I thought everyone should have voiced their own initiatives.
【Teachers’ Comments】《Good Points》
・This United Nations Conference used the agenda from the 8th All Japan High School Model United
Nations Conference. Everyone was able to analyze the commentary carefully, grasp the issue andattend the meeting.
・As a result of the efforts in the class, students who went to Model United Nations Conferences
outside of school were prepared.
Participated MUN
MUN KYOTO (observing only）

Host

Month

Kyoto Gaidai Nishi HSJune

MUN OSAKA

Kansai International HS

July

Nada HS Model United Nations

Nada High School

November

The 12th All Japan High School
Model United Nations Conference

Global Classroom

November《Points to reflect on》
・In the second half of the conference, the flow of the meeting was directed by those who demonstrated
leadership. It was still good that each person prepared for the meeting and actively made remarks.
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2)Societal（Field of Sociology）【Course Aims】
Students trained to deepen their consideration of society and people. Specifically, they learned
how to analyze various events and how to create things based on that analysis.
In addition, they learn that activities seen from an outside perspective can be valuable. In the first
half, students applied for either KUBIC, National High School Tourism Tournament, or BusinessGrand Prix. The final topic was set as “Career Koshien”.
【Course Schedule】
1st Class

Orientation on Sociology and Annual Activities

2nd Class

Basic Business Course from Japan Finance Corporation ①

3rd-7th Class

Creating concrete plans using statistical data

8th ClassPresentation and Basic Business Course from Japan Finance Corporation ②

9th Class

Looking back on the first semester and Deciding on "Career Koshien" theme【Students’ Works and Results】
Ex. Business Grand Prix Plan “Sleeping Blanket～In-flight Blanket～” Prototype and Test Report- 52 -

【Students’ Comments】
・I looked up the good points of past winning works and thought about our plan. The awarded works
has very detailed explanations. They did lots of fieldwork, and they often tried making theirproducts. I felt they described their target users very clearly. As our schedule is very busy, wewant to hurry it up.
・This time until entry, we analyzed the scheduling of past business grands prix. Even when finding
common points, we were not just surprised, but we tried to figure out what and why it was
surprising. I would like to also prepare for the Business Grand Prix next year.
・I made the schedule for this year. As found from previous research, teams chosen to participate
in the Grand Prix displayed strong regional colors and enterprise power.
・Today the driving forces we had listed were broken down into STEP fields and discussed.
・I think it is necessary to investigate whether there are people who actually want a blanket. I thinkthat it is necessary to see trends of all customers of aircrafts, not limited to LCC. Also, I think that
it is necessary to fully demonstrate the advantages and functionality of the blanket.
【Teachers’ Comments】《Good Points》
・I think that the experience of linking various materials together to make a creative product was
valuable. It was an opportunity to make full use of the activities at the S seminar in first year ofhigh school, such as using awareness checks and statistical indicators, which was a continual effort.
I think that it might have been training for thinking about evidence and hypothesis constructionthat is required when implementing SP overall.
・We received an encouragement award at Tourism Koshien and a special prize at the Osaka
Prefectural Statistics Competition, which was the result of our efforts.
《Points to reflect on》
・There were teams who were unable to conduct hearings and field surveys sufficiently and totally
relied on information on the Internet.
・In presenting the plan, some teams were unable to discuss parts of their story and only reached thelist of sightseeing spots.
・Because of their own scheduling, their presentations
did not go well, and the time was up without themfinishing their presentations.

- 53 -

3)Economics（Economy Field）【Significance and Aims】
Economics put briefly 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 participate in the Nikkei Stock League, which issponsored by the Nihon Keizai Shimbun. Although the Nikkei Stock League is a portfolio creation
contest centered on college students, high school students and junior high school students can also
participate. In addition to a winning college team, a winning high school team is also selected. By
focusing on various social problems and studying corporate activities while building a portfolio,
students can acquire economic thinking and knowledge including monetary policy and international
relations.
【Course Schedule】
1st Class

Orientation, Team Selection

2nd ClassAnalysis of Previous Winners’ Work

3rd Class

Mechanics of Foreign Exchange

4th ClassDecide on Theme

5th Class

Individual Team Activities

6th Class

Individual Team Activities

7th Class

Individual Team Activities

8th Class

Individual Team Activities

9th Class

Half point Presentation

10th Class

Individual Team Activities【Researched Topic Theme】
Education Problem・Food Safety & Changes in Diet・Disaster Countermeasures・Medicine【Students’ Works and Results】- 54 -

【Students’ Comments】
We exchanged opinions on the reports each member prepared. The college students' reports had
a lot more technical terms and mathematical expressions, and they were difficult to understand,but I thought that they weren’t required of high school students. Junior high and high school
students visited companies and developed solid opinions, I would like to work in a planned manner
this year, and I hope I can keep up.
We discussed the features of the reference report. Although there were various distinctive
features, the most common point was that it seemed that each member ambitiously studied thesubject. In this contest, I want to make a report that readers can acknowledge.
I listened to lectures on currency exchange and read PDFs. I felt the idea of minus low interest
rates was very complicated. I think that more knowledge is required before we reach the end ofJune, so I will try to read all the materials I downloaded. In addition to that, I thought that I
should understand current affairs in the world.
This time we discussed theme the theme and registered for the stock league. The other day, I
deleted items that seem too difficult (i.e. items that are too specialized, items from last year) fromthe theme candidates. When we sorted the remaining items, we were able to compile them into
the group "education". From now, I will gather information about inflation from "education".
Today we were able to narrow down the theme candidates. We now have "Education", "Welfare","Tourism", "Novel", "city planning", and others. For the moment, "city planning" seems to be very
promising. However, since it will change depending on which city we use, I would like to try out
a few cities as a test before deciding.
I thought that other teams also chose interesting themes. The theme of "food" seemed
particularly interesting. My team will do our best not to lose.
Although we proceeded to the 2nd screening, we narrowed down our choices to two goals, policychange and investing in the domestic Japanese market. Since we don’t have much time left, we
will need to decide on the company as soon as possible.
【Teachers’ Comments】
Even though first year students are continuing their participation in the stock league, this year
has become full participation. Because a team enrolled in our school won the fighting spirit award
last year, this year we are more excited than ever. Firstly, we will have each team analyze pastreports and find out why those teams won. Based on the points of the report, teams will know whatkind of things they must do and understood how they should write. We take our time conveying theimportance of setting the theme, and the significanceof doing topic research. After deciding the theme,
screening and corporate visits, etc. are done.
Because we did not give deadlines for each stage,
the progress per team was different, and students
were only able to give brief progress reports in class.

- 55 -

4)Technological (Field of Science and Technology)【Significance and Aims】
Students will acquire a wide range of knowledge and information on energy problems in the world.
In order to achieve this goal, they will learn about various electric power issues and methods forgenerating electricity. Especially, they will focus on renewable energy our government has beenpromoting as clean energy replacing fossil fuels. They will also gain the ability to think logically bysubmitting a report on how to make our life better, utilizing the current and developing technology.
They will have a comprehensive understanding on these issues and prepare for Scenario Planning.
【Class Schedule】
1st
2nd
3rd
4th
5th
6th

Explaining about solar power generation
Collecting information on various solar batteries and the significance of
solar power generation (1)Collecting information on various solar batteries and the significance of
solar power generation (2)Delivering presentations on solar batteries
Making a report on innovative ideas that will be disseminated to the worldfrom Japan (1)Making a report on innovative ideas that will be disseminated to the worldfrom Japan (2)7thPreparing for the experiment of making solar cells at Kyoto University

8th

Making a report on the experiment of making solar cells【Students’ Comments】
・I was satisfied to be able to conduct an experiment I could not usually do. It was a fulfilling
experience to talk about study and college life with university students, ask the professor a lot ofquestions and listen to his answers. Since I was able to gain much deeper knowledge through actual
experience than by reading books or using the Internet, I would like to attend such an experiment
again if I have an opportunity.
・We made perovskite solar cells Prof. Wakamiya has been studying at Kyoto University. I think wewere fortunate enough to be given such a great opportunity, because some companies offer him 100
million yen to know how to make them. He let us use machines and facilities we could not use
without belonging to his research group. I was really excited to be able to talk with Prof. Wakamiya,
who is working on a global scale.
(Making perovskite solar cells at Kyoto University)- 56 -

【Students’ Works】

Presentation Materials

A Report on Innovation (Excerpt)【Teachers’ Comments】≪Good Points≫
・Students learned the importance of logical explanation by writing a report.
・Students themselves collected information on solar batteries without much of the teacher’s help.
・All the members had to explain some parts in their presentations, which helped them deepen theirunderstanding on solar batteries.
・Making solar cells helped the students understand more about solar batteries.
《Points to reflect on》
・Some students had a hard time understanding technical terms.
・This year students participated in an essay contest, but they did not have enough time to concretely
check the content of their essays because they had to do some preparation for different
presentations at the same time. We have to check our overall schedule.

- 57 -

Scenario 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. SP is only one of the many
tools in the toolbox for problem solving. The reason we adopted it for our Global program was to give
students the opportunity to practice problem solving, using an approach from the world of businessthat is rarely taught in schools. Since our mission is to equip students with the necessary skills tonavigate 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 such as the skill to effectively defineand solve problems, strategic and critical thinking, and research skills involving critical thinking.
【Class Schedule】
Class number

Activities

1st

Orientation

2nd

In groups students do SP exercises to gain a basic understanding of the techniques

3rdStudents research potential themes for their SP activities

4th

Students decide the SP theme for their group and formulate a research question

5th

Lecture on the role of “uncertainty” and “extent of impact” in SP

6th – 9th

Students determine important factors and identify driving forces

10th

1st lecture on creating scenarios

11thGroup work

12th

2nd lecture on creating scenarios

13th

Preparing SP presentations

14th・15th

Revision of SP presentations

16th・17th

Students present their SPs

The scenario planning process involves several steps and can be broken down into the three stagesof determining driving forces, identifying levels of impact and uncertainty, and finally the creation of
the scenarios. In accordance with this, classes were complemented with lectures at each of the threestages. During the first two lessons students practiced brainstorming driving forces they thought will
have an impact on the situation of convenience stores in Japan ten years from now. Beginning withthe third lesson, students started discussing which themes they wanted to research. A crucial point
here was to make sure the students were aware that there would have to be a connection to the overall
theme of the Global program. In order to identify important factors, STEP and SWOT analysis werecombined. A considerable amount of time was spent on making sure the evaluation of the driving
forces was based on sound data. For the creation of the final scenarios, the students were advised tofollow the chronological order of events unfolding in each case to ensure comprehensibility.
- 58 -

【Student Comments】
・When choosing the driving forces for the x and y axes, we drifted into discussing from whose
perspective we should conduct our scenario planning, and lost valuable time due to differing
opinions. So my biggest regret for today is that we got into meaningless arguments where we shouldhave done more research to fill the gaps in our knowledge. I realized that it is crucial to thoroughly
research the subject matter before deciding on a perspective.
・ Despite the fact that we conducted our scenario planning regarding the future of KansaiInternational Airport from the perspective of the director of the company operating it, we ended up
with both scenario axes focusing on tourists. Our teacher pointed out that an airport is more thanjust the tourists passing through it. For example, there is a considerable flow of goods and otherfactors that have to be taken into account. We tried to look at it from the perspective of the directorof the company but found it difficult to come up with anything meaningful. So I think we shouldhave another look at investor related data such as the annual report and other sources
・We did our interim presentation today. We started to look into our scenario more deeply before test
week, and we also read some books on the topic, so we managed to improve the content considerably.
・Listening to the other groups’ presentations, I realized we didn’t consider enough factors regarding
energy and also that we didn’t have sufficient data to back up our claims. Even though we had more
information than we could fit in on some slides, there were parts where we based our scenarios onmere guesswork. So I think this is an area we have to improve.
【Student Work Samples】【Teachers’ Comments】≪Good Points≫
・Due to the fact that the lectures were divide by stage, it was easy for the students to follow andapply what they have learned. Also, since student handouts for the lectures came with acommentary, it was easy for the students to review.
・Because the students were instructed to screen a host of research materials before discussing the
subject matter, they actively collected and analyzed data and were able to improve their criticalthinking skills. Some groups also went to the city hall to conduct personal interviews.
・In the past there have been cases where students were not able to finish their scenarios. However,this year we only focused on identifying driving forces, and as a result, there was enough time tocarefully consider matters.
《Points to reflect on》
・Last year some groups had to change the driving forces used as the axes for the scenarios after the
symposium due to a lack of preparation time beforehand. So this year we scheduled a considerable
amount of time for the determination of those driving forces. Even though the process didn’t go assmoothly as planned, the likelihood of the same thing happening again this year is rather low.
・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 11th Grade Students【Course Mission Statement】
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＜Students presenting their work while visiting companies in Australia during a school excursion＞- 60 -

【GE Goals for the 2nd year students】
Be it abroad or at home, students on the Global course have to give many presentations in front of
an audience. In accordance with this the aim of Global English is to help them improve the skills
needed to do so. In their first year they already gave English presentations on their fieldtrips abroad.
Now, as second year students they are expected to craft more sophisticated presentations that are
based on their scenario planning research. Delivering such a presentation to an audience who is notnecessarily familiar with the subject requires not only a high level of English proficiency but also theability to assess oneself objectively and to be able to take a birds-eye view in order to identify relevant
connections.
Prior to the symposium, students get a chance to hone their skills by presenting their scenario
planning research during a fieldtrip to our sister school Brisbane Grammar School in Australia. There,
they spent a whole day giving presentations and discussing their work with the foreign students.
Reflecting on this provided valuable feedback that is used to craft the final presentations for the
symposium.
Being able to exercise their thinking skills in their native Japanese does not easily translate into
being able to do the same in a foreign language. For this, a considerable amount of practice is
indispensable. Discussing in English the findings they obtained through scenario planning proves tobe a challenging task. The reason is that at their current level they are not yet able to think in English.
Instead, they first have to think things through in Japanese before they can try and formulate theirthoughts in English. In future classes, more emphasis should be placed on developing the skills
necessary for the students to be able to think on their feet in English.
＜Students presenting and discussing their scenario planning research at Brisbane Grammar
School, our sister school＞＜Students preparing for the panel discussion and Scenario Planning presentation with foreign
guests at the International Symposium＞- 61 -

３．3rd Year Students
Graduation Thesis
卒業論文制作【Significance and Aims】
As the final activity of the three years global course program, the students write a graduation thesis
based on the theme of our global program: energy. Because there is a tendency for students to choose
similar topics, teachers make sure that the students pick the theme for their thesis form a wide rangeof topics. Students are also advised to make sure their research is based on sound evidence.
Since it was the first time for them to create an academic piece of writing at this level, teachingthem the basics took up a considerable amount of time.
The 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 the topics from their scenario planning they presented at theInternational Symposium. Some groups found their chosen topic difficult to deal with and so theychanged it to 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.
③ Writing common group chapters
Most of class time was spent on completing group chapters. Group leaders had to decide whichof the members had to write up which part of the group chapter. As they had already spent almosta year working with their topic, this went smoothly.
④ Writing the individual chapters
About two students were allotted to each of the four quadrants. They had to identify the key
points and present their argument for two different scenarios for the chosen quadrant. For thequadrants picturing a bright future, the students found it easy to create various scenarios. On theother hand, for quadrants containing negative developments, they found it difficult to create aplausible alternative scenario.
⑤ Compilation
The students compiled their individual chapters into one and made sure the finished thesis hada smooth flow.
⑥ Writing an abstract in English
Students were divided into ones responsible for the abstract of the common chapter and students
responsible for the preparation of the abstract of each quadrant.
- 62 -

各象限ごとのタイトルを提示した図の一例【Teachers’ Comments】
・Students had a difficult time deciding how to best approach the theme “energy” but somehow
managed to come up with a solution. However, because they were under pressure of time, they
ended up not being able to prepare annotations for their presentations.
・Presentation lacked unity of definitions and of spellings of crucial terms due to the fact that students
just put together the individual parts that each of them wrote up. Ironing out these differences took
up quite some time.
・Students realized that it is critical to look at where a piece of information is coming from. If they
only collect information that is convenient to them because it is in line with their views, they cannot
really say that their claims are valid.
・Students had to create two scenarios per quadrant. However, for some quadrants it was easier tocome up with alternative scenarios than for others. As a result, students in charge of quadrantsthat only allowed for one dominant scenario had difficulties creating plausible alternative ones.
・Sometimes it is difficult to obtain relevant data from companies and public organizations because
they deem it too sensitive to be made public.

- 63 -

Editors’ Postscript
This is our third “International Symposium,” and we have gradually improved this event overthe past three years. So far we have been able to expand our abilities. Although we are still at thestage of trial and error, we can say that we have found an approach that works for us.
As part of activities related to our symposium, last year, Seifu Nankai Junior High School held
a poster presentation session in the morning on the day of the symposium. High school students
inspected the finished products and offered advice. It is great to see that our activities have
expanded to involve the younger students. Our high school students not only gain opportunities tonurture their own logical and critical thinking skills as well as their problem solving skills, but also
gain opportunities to help juniors acquire those same skills. I hope these interactive programs willkeep on growing and maturing. I hope our activities will play a role in advancing education in
Japan.
Thank you very much for attending our symposium today and forhelping us learn and grow.

Upcoming Events
Interim Presentation
21st Feb 2019 at Seifu Nankai High School・Interim Report of the latter half activities in 2019
3rd year students…Graduation Theses
2nd year students…Scenario Planning Presentation
1st year students…STEP seminar and GE Presentation
・Summary of the past three years
・Provisional Activity Plan for 2019

- 64 -

Seifu Nankai Jr. & Sr. High School
Tel 072-261-7761
Fax 072-265-1762
http://www.seifunankai.ac.jp/- 65 -