Seifu Nankai Senior High School

International Symposiumfor the Future World
ChapterⅣ(English Version)

October 29th, 2016

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

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 firsthalf of this year
１．1st Year Students
Orientation・G-mission・Special Classes &Sessions・Fieldwork・STEP Seminars・
Global English
２．

2nd Year Students

STEP Seminars・Scenario Planning・

Global English◎Explanatory Poster on SGH Plan of
Seifu Nankai

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 several warnings on the use of a personal computer or copyright.
・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 a lecture”,
divided into small groups and did work to make an announcement about their own ideas on them.
Then, they carried out brainstorming and narrowed down the number of their ideas to one by voting.
【The flow of the class】
Entrance
Ceremony

To deliver G-mission 1 and have every student consider the 5 articles.

1st time

To have each group reduce the number of overlapping articles on a list.

2nd time

To have each group consolidate the 5 articles on discussion and a lecture.

3rd time

To have each group make a presentation and vote.

4th time

To give warnings on how to collect information and how to utilize a PC.

5th time

To have each group summarize an Orientation and present future tasks.

6th time

To show each group a photograph and have them discuss its analysis

7th time

To have each group develop the previous discussion and write a report witharound 200 Japanese characters.

【Students’ Works】

議論
一 一 一 一 一 を． ． ． ． ． す議 感 相 相 論 る論 情 手 手 理 上の 的 の に 的 で際 に 意 伝 で のに な 見 わ 明 ル
私 ら も る 確 ー
情 ず 尊 声 な ル
を 、 重 量 意 五
挟 冷 す と 見 箇
ま 静 る 発 を 条
な さ
声 用
意
い を
保
す
つ
る
- 36 -

講演
一 一 一 一 一 を． ． ． ． ． 聴
講 疑 自 マ 講 く
演 問 分 ナ 演 上の を の ー の で
内 残 意 を 内 の
容 さ 見 守 容 ルを な と る に ー
つ ル
ま い 比
い 五
と よ 較
て 箇
め う す
調 条
る 質 る
べ
問
て
す
お
る
く

【Student’s Impression】
・Completing the tasks given
within the time of each lesson
was next to impossible for us.
I understand that it isimportant to actively give
opinions and examine themclosely. We are required to adjust differences of opinions and summarize everyone’s opinions
into a best report.
In the next lesson, I want to hand in our report completed within the time of a lesson byadvancing our discussion efficiently.
・ What I’ve learned through these lessons is how important it is to cooperate with each other.
I was able to discover what I couldn’t see before through the cooperation and discussion among
our group. I also was able to deepen my friendship with other members within my group.
Sometimes our work didn’t go well, but we managed to complete our work through each other’s
cooperation. These 5 times’ lessons provided us with various things to learn and weremeaningful for us.
【Comment】
・ Students experienced how difficult it was to summarize everyone’s opinions into one report andto lead their discussion to an advanced stage. This means that we can say we’ve reached thegoal we set before this project. But the fact was that it took them too much time to complete
each task and that they were frequently doing their tasks outside teaching hours. We shouldhave sufficiently identified the present state of our students and planned our lessons
accordingly.

- 37 -

②Special Classes & Sessions ( 1st year students)

１. The way of thinking for Global Human Resources
Speaker：MINATO Nobuaki, Graduate School of Technology Management, Ritsumeikan University
Date：Friday, May 13th, 2016 15:20 ~ 16:10
Outline：①Two ways of thinking: Divergent thinking and Convergent thinking②Students will learn that discussion with many kinds of people is important.
③Brainstorming in a group

２．Political
Speaker： YOSHIMURA Sachiko, School of International Studies,
Kwansei Gakuin University
Date：Friday, May 27th, 2016 15:20 ~ 16:10
Outline：①The title of the lecture: What is the United Nations?
②After the lecture, she carried out activities to think about the relationship between countries in theworld.

- 38 -

３． Economics
Speaker: DOI Noriyuki, Innovation Research Center, Kwansei Gakuin University
Date: Friday, July 1st, 2016 15:20 ~ 16:10
Outline:①The way of thinking about daily questions concerning economics②The system of economy in the field of energy③Business and industry in the field of energy④The way of an economic analysis of business and industry

４．Societal
Speaker：MURATA Yasuko, School of Sociology, Kwansei Gakuin University
Date: Friday, October 7th, 2016 15:20 ~ 16:10
Outline: ①The territory of sociology②Analysis based on investigation of feeding on mother’s milk

- 39 -

③Fieldwork ( 1st year students)
１．Societal
Lecturer：MURATA Yasuko,
Associate Professor of Social Studies Department in Kwansei Gakuin University
Time & Date：from 9:30 a.m. to 12:00 noon on Tuesday, July 12, 2016
Place：Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Participants：19 Global Course students in the 1st year of senior high school
Topic：Family and Society in the period of raising children
Contents：1. Listening to a lecture on “three-year-old myth”: mothers should concentrate on raising
their children until the age of three
2. Based on 1. above, interviewing with Chinese students about raising children andfamily in China, divided into two groups
3. Summing up the content of the interviews in each group and reporting the summary

２．Political
Lecturer：YOSHIMURA Sachiko, Professor of International
Department in Kwansei Gakuin University
Time & Date：from 1:30 p.m. to 4:30 p.m. on Tuesday, July 12, 2016
Place：Kwansei Gakuin University, Nishinomiya-Uegahara
CampusParticipants：20 Global Course students in the 1st year of senior
high
Topic：Terrorism & International Society
Contents：1. Brainstorming with seven students in Professor Yoshimura’s seminar at Kwansei
Gakuin University and three SGH(Super Global High school) students from otherschools
・Brainstorming words associated with “terrorism” and classifying afterwards
・Economic sanctions and measures to prevent “terrorism” by United Nations
・What’s the difference between “terrorism” and “war”? What’s the purpose of“terrorism”? What’s the future problem?
2. Thinking together about the construction of a 90-minute presentation that students at
Kwansei Gakuin University will make in September
3. Discussing campus life in seven groups- 40 -

３.Technological
Lecturer：HORIUCHI Tetsuya, Researcher of Inorganic Functional Materials Research Institute in
National Institute of Advanced Industrial Science and Technology (AIST) Kansai
Time & Date：from 2:00 p.m. to 4:30 p.m. on Tuesday, July 22, 2016
Place：National Institute of Advanced Industrial Science and Technology (AIST) KansaiParticipants：20 Global Course students in the 1st year of senior highTopic：Ideas & Concepts
Contents：1. Inventing products on the theme of “Dogs’ Toys” through brainstorming
2. A tour through facilities such as an electron microscope- 41 -

④STEP Seminar ( 1st year students)
In the first half year we worked on Political（Field of Politics）& Societal（Field of Sociology）
1) Political（Field of Politics）【Significance and Aims】
・ To have more interest in other cultures and think about what they need to build a good
relationship between people from different cultures.
・ To build up skills necessary for investigation and presentation.
・ To develop abilities to solve problems and challenges through group activities.
The students tackle practice problems to participate in “the ‘trial’ United Nations” in the end todeepen the understanding about international politics. The practice problem is “The United
Nations’ boxed lunches”, the same as they did last school year. It is a problem to think about
what kind of lunch is appropriate when they eat the same lunch during the United Nations
Congress. In order to invent a menu, it is necessary to think about various kinds of things: foodculture, the economic situation and the industry of all the countries of the world. This imaginary
topic makes the problem very difficult, but they can think of something new without being boundby precedent.

This school year they have worked on a challenge, assuming that the eight

countries (China, India, Turkey, Côte d’Ivoire, Russia, the US, Brazil and Tonga) are mainly in
conference of “The United Nations’ boxed lunches.”【Teaching Procedure & Students’ Impressions】
Time

Contents

1st

Guidance

2nd
3rd

Position Paper(Basic Information ofCountries)
Preparation
Position Paper
Presentation

4th

Policy Making 1

5th

Policy Making 2,
Interim Report

6th

Policy Making 3

7th

Draft Resolution
Presentation

8th

Modification of
Draft Resolution,
Conclusion

Students’ Impressions etc.
Although it’s hard to make lunch we can eat in any country and think of thefood according to the culture of the country, we’d like to make a better one withother members of the group.
Although our group deals with an unknown country and it’s hard tosummarize many things in the format “Word,” it’s worth studying and we want
to do our best to make a good presentation.
It was good to listen to the presentations of various groups. Listening to it
made us realize the points we have to improve.
Again we realized how hard it is to have a common meal through othercountries. There were many things to take into consideration: not only
religious problems but also vegetarians’ eating habits.
There are no examples in imaginary things such as the UN boxed lunches(although there are ideas of seniors), so it’s worth thinking and we are hardly
bound by a fixed idea. We do our best as there is room for new ideas that wehaven’t seen before.
In this class we made these ideas more concrete and type in a “Word” format.
On the way we changed our plans that made us confused…. We’d like toprepare properly for the next presentation.
Although it’s the same problem, there’s a difference between groups in what
they presented and how they made a presentation. That made us greatly
stimulated.
Today we made a modification, listening to the opinions from other groups.
This is the end of the “political” field and this experience has enabled us to know
various kinds of religious taboos and manners.

- 42 -

【Students’ works】Menu in each group in the presentation

CôteGroup 1d’IvoireGroup 10・shrimp in chili sauce ・Tenshindon ・shark’s fin soup ・Chinese tea
・Chinese-style almond jelly
・cold chicken flavored with a sesame dressing ・scallion pancake ・soup of steamed
shiitake mushroom ・cabbage with chili pepper ・mango pudding ・Chinese-stylealmond jelly ・Chinese snacks with tea
・mousse of beans ・samosa ・vegetable curry ・nan bread ・pumpkin stuffed withpotato ・hamburger of soy beans ・jelly of soy milk with fruits ・water・Indian-style salad with roasted beef ・buffet-style curry・honey chapatti with ice cream・ salad ・（ mainly fish ） sandwich with a mackerel ／ （ mainly meat ） kebab
sandwich ・baklava ・Turkish coffee(staple food) buttered rice with pasta （main dish）kebab or dolma(side dish) imam bayildi, ，kabak dolması (dessert) Turkish ice cream, jelly withcherries・curry with beans（eat with nan bread） ・galette with potato
・(choice) chocolate ice cream & coffee
・attiéké ・nyon ・potato salad ・deep-fried fish ・ice cream・kurt ・curry ・coffee ・water

RussiaGroup 8Group 9・dried walleye pollak ・piroshiki ・borscht ・cookie with sunflower seeds
・Vorschmack ・piroshiki ・Ukha ・blini ・Russian tea

Group 4China
Group12Group 6
India
Group 15
Group 7
TurkeyGroup 14

the USGroup 13・bean curd lees sandwich ・potato-salad sandwich
・sandwich of three kinds of jam（strawberry, blueberry, marmalade）
・vegetable smoothie・hamburger ・potato ・cobb salad ・apple ・natural water ・coffee

Group 3・lettuce and tomato salad ・churrasco-style spit-roasting・cassava bread ・cut fruits ・dinksGroup 5

BrazilGroup 16
Group 2
Tonga
Group 11・rice ・Feijoada/feijão ・Vatapá ・coleslaw
・churrasco/Polenta ・Açaí(hors d’œuvre) Tongan sweet potato colorful salad (soup) cold pumpkin soup
(main dish) tuna tariata (dessert) vanilla ice cream・pumpkin ice cream ・Tongan spinach ・Mei (bread fruit) chips
・pudding of bread fruit and coconut milk ・Um food【Comments】
・The task looks easy but it’s difficult because they encounter various kinds of problems when theytackle. Although there is still something to be desired, we can greatly appreciate that they
invented a “boxed lunch.” Since many countries are involved, it is difficult to think up a boxedlunch without any problems. There lies a reality of politics and we feel that they learned theattitude of politics for more people to improve a better lunch. This school year we were unable totake time to discuss after each country made a proposal, only to share comments after listening topresentations.
・This time we divided each class into eight groups. The morecountries there are, the better it is to let them know the situations
in more countries. Moreover, the fewer students each group has,the easier it is to divide the roles. As for presentations, on theother hand, it seemed hard for listeners to organize information
because of the time shortage.
- 43 -

2)Societal【Aims】
・Students will gain the skills of spreadsheet.
・Students will develop logical thinking.
・Student will learn how to make effective questionnaires.
・Students will learn how to build up convincing arguments using data collected.
【Allotment】
1st period

Various areas of research and introduction to sociology

2nd period

The purposes of questionnaires and each group’s theme

3rd period

Outlines of each group’s questionnaires and poster making

4th period

Postertours”

andfeedback

from

other

questionnaires

5th period

Analysis of questionnaire results and reasoning

6th period

Preparation for the presentation

7th period

Presentation

8th period・

Evaluation and conclusion of statistics【Students’ Works】- 44 -

groupsandcompletionof【Students’ Comments】
・We didn’t prepare any handouts in order to draw their attention to the speakers, which was
successful.
・By choosing a creative theme and presenting specific figures, we were able to stimulate otherstudents’ curiosity and we were also able to reflect on our own presentation objectively.
・At the presentation, we failed to show our questionnaire and its results effectively, which confused
the audience. Also we didn’t have enough time to analyze the results thoroughly, either.
・Due to lack of communication among the group members, our analysis was poor. Furthermore,
our theme was ordinary and we found nothing new. We prepared hastily just before the deadline
so our presentation was not so good.

【Teacher’s Comments】
As the students were not used to tackling the problems without any obvious answers, the first
few lessons took unexpectedly more time, as a result of which the students couldn’t spare muchtime in preparation for questionnaires and presentation. However, they successfully acquired
useful skills such as the use of spreadsheet, Power Point, etc. I hope these skills will be helpfulwhen they do more research next time.

I also hope they will try further to improve theirproblem-identifying ability and problem-solving ability.

- 45 -

⑤Global English ( 1st year students)（GE）【Aims】
・Students will acquire English communication
skills and presentation skills.
・Students will gain further understanding about
global issues and discuss them from global
perspectives.
【Outline】
・Divide the class (40 students) into two groups and each group is taught by two teachers (oneJapanese and one non-Japanese teacher)・Divide the students into even smaller groups made up of four members
・All conversations are supposed to be carried out in English
・Four classes in total in the first term
【Activities】
・Brainstorm global issues and develop a deeper understanding of them・Learn useful vocabulary concerning global issues
・Decide the topic of presentation and do research on the Internet about it
・Bring the information collected together and discuss its causes, effects and possible solutions
・As a preparation for the presentation, learn useful skills such as eye contact, posture, voice pitch,
body language, etc)
・Presentation in 5 minutes【Allotment】
1st period
2nd period

Brainstorm global issues and choose one topic for presentation
Put information the students gathered together and prepare for thepresentation

3rd period

Presentation practice and prepare some props like posters

4th period

Presentation- 46 -

【Students’ Comments】
First Period
・Both teachers and we spoke only in English, which required concentration. I became exhausted
after the class.
・I regret not expressing my opinion so much. Next time, I will try to speak as much as possible,
even if my English is not good enough.
Second Period
・Our group is going to talk about human rights. All the members have gathered lots of
information. How to make it into a five-minute presentation is our problem.
・I realized gathering information is not difficult, but expressing our opinion is difficult.

Third Period
・Today we discussed the outline of our presentation.
It is difficult to talk about difficult topic in simple
English so that the audience can understand.
・We made a draft in Japanese so it becamemuch more difficult to translate it into
Japanese.

Forth Period
・I was nervous but I hope everyone understood our presentation. I heard many students say “え～っと” during the speech. I felt they were not good in speaking English.
・We practiced towards the presentation but once I stood in front of everybody, I felt really nervous.
Next time I will practice more.

【Teacher’s Comments】○Acquired skills
・They were trying to speak only in English and making various efforts to convey their ideas
correctly, for example, changing difficult terms into easier expressions or making posters withterms on them.
・They did research on the Internet at home and learned the outlines of major global issues.
○The skills requiring further efforts
・The skills of discussing the global issues in detail to reach solutions
・The skills of presentation without looking at any notes
・Correct spelling and pronunciation- 47 -

２．Second Grade①STEP Seminar ( 2nd year students)
1)Political【Course Aims】

This course is designed to further develop students’ skills to give a presentation, to findproblems and to deal with them through the Model United Nations (MUN).
The theme in the first semester is International Migration because it was the theme of the
MUN Conference held in Tokyo (2015). In this course, students will find out problems in the
countries which they choose and consider how the problems should be solved through discussion,
explanation and presentation. By the end of this course, students will understand that politics cangive the happiest life to as many people as possible and that they should not only think about theinterests of their own countries. What the students should do by learning politics is to recognize
diversity regardless of who they are.
In order to achieve the course objective, students will
1. decide what country they will study in a group composing of 4 or 5 students.
2. collect information about politics, economics and problems in the country.
3. prepare a presentation and practice.
4. give a presentation and have a discussion.
【Course Schedule】
1

Introduction and orientation to the course

2

Collecting data for BG(Background Guide) and Making PP(Power Point)3

Collecting data for BG(Background Guide) and Making PP(Power Point)

4

Making Policy Paper

5

Study of International Migration

6

Preparation for speech

7

The first conference- 48 -

【Works by students】
Resolution introduced by thestudents in charge of Liberia（written in Japanese）【Comments from students】---

I studied Greece in this course,
but the problems to solve werevery difficult. For example,
Greece is in financial difficulty,
and it is not trusted by any othercountries. As I discussed these problems and studied more and more, however, I found that
Greece is an attractive country because it has the largest oil field in Europe. I really enjoyed
the MUN. I chose Algeria for the next country I will study. I’m looking forward to thinking
about what interesting points it has and how I should show them in my work.
I chose Liberia. Before I studied the country, I already knew where it is located, but I did nothave any other information about it. By collecting some information using the internet andbooks, however, I could participate in the MUN.
In this MUN, I could not meet a deadline for submitting a report about what I discussed with themembers of my group, because we had to study for the examination. Therefore, we did nothave enough information to think deeply about a country we chose. While our teacher gave us
a good chance to take part in the MUN, we missed it. I would like to make a better discussion
next time. But I roughly understood what the MUN was through this class. I would like to
use this experience next time.

【Comments from teachers】<<Good Points>>- The students could notice that in searching something on the Internet, it was possible to collect
more information by using English than by using Japanese. They could use the Internet manytimes.
- The result of the questionnaire after the class was good, especially in items of “Did you feelinterest?” “Do you think that this class is useful for other classes?” and “Did your skill to findout problems get better?”<<Points for improvement>>- It was hard to imagine what the MUN is only with explanation of the procedure. Therefore,
the meeting did not progress according to plan.
- While students got general knowledge about International Migration, they could not do further
research on problems in each country.
Students had a long discussion about how they could realize their own plans for a country theychose. On the other hand, they did not try to come up with new solutions to problems.
- 49 -

2)Societal【Significance and Aims】
In this course, the students learn to deepen the consideration for the society or people. Thissemester, they analyzed various kinds of specific cases and made survey by questionnaire to collectthe information for their statistics.
About the analysis activity, the students examined immediate cases by a small group or
personally and give presentation. They consider words and action over discussions, responding totheir entanglements in the third meeting for grouping SP.
On the other hand, they made questionnaires three times in total. At the first time, as an
introductive practice, they listed up something correlative and calculate their correlation exponents.
They devised how they questioned to replace the analyzable-objective numeral. At the second time,
for their school excursion to Thai, making items of questionnaires regarding energy for the school
visit. They made simple questions and translated them into English. At the third time, theylisted up the items in a group that they wanted to survey as an exercise for SP.
As a result, priority of this seminar was the students would obtain the thinking method to makeuse of in SP.
【The flow of the classes】
1st ClassAnalyzing how the students behave when they are said “free seating”

2nd Class

The first personal presentation “Let’s analyze anything!”

3rd Class

The second personal presentation “Let’s analyze anything!”

4～6th Class

Brainstorming “something correlative”

7th Class

Making items for questionnaires regarding “something correlative”

8th ClassAnalyzing the meeting of grouping for SP

9th Class

Summarize the questionnaires regarding “something correlative”

10th Class

Analyzing the result of questionnaires survey for the school visit in Thai

【Students’ Works】

The Questionnaire when visiting a school in Thai（in English）- 50 -

【Students Comments】
・ We analyzed how we took seats in the classroom. I was a bit surprised because it was too
sudden. It was hard to analyze it. I easily tended to compare between something andsomething. At first, I couldn’t analyze from a personnel view to over all. I found it possible
anything can be analyzed with our will to achieve the goal. I am sure I should keep my own
goal.
・ I made items to survey with our teammates. I did it once last year, so I thought I could easily
do it, but I couldn’t. I didn’t consider deeply last year, I realized that I had to consider like this.
・ We reflect on our past conduct about grouping for SP. It was interesting to consider from thepoint of psychological view or S. Listening to someone’s opinion, a whole mood for listening, I
felt, are important. People get emotional when their opinions are not heard. People cry out inprotest emotionally when they are in the noisy mood. It is better for everyone to say his
opinion just once than to say same opinion a lot of times. When we discuss, we have to respect
each other as a human being and build up good mood to make a constructive consultation. The
leader should always be in neutral position. These are all that I learned from this course.
【Comments】《Good Points》
・They felt it important to notice daily things surrounding them, studying those things in theme of“analyzing”
・Through their experiencing surveys, they learned how to make question items for survey inconsideration of questionee minds.
・They obtained better technique, such as Excel, to deal with the information or data
《Improvements》
・They could not allocate a large block of time so that they could study with teammates between
seminars nor consider the totalization results well.
・About the questionnaire survey at the school in Thai, the survey result may be worthless because
the students there were not used to English. We could not use them as reference documents for SP

A scene of Societal class（discussion）- 51 -

3)Economic【Significance and Aims】
Speaking of economy, there are various kinds of economy, such as economic strategy, businessbehavior, financial strategy, stock, exchange rate. We sought activity that students can enhance a
quality appropriate to a global leader, or that students can make a good use of it to select theiractual course, acquiring economic knowledge for SP,
We let the students try Nikkei Stock League and Nikkei Yen-Dollar Derby, sponsored by NIKKEI
newspaper publisher.

Nikkei Stock League is a competition to make portfolio mainly foruniversity students, but some middle school students and high school students joined and win thecompetition.
The students can obtain economic knowledge and point of view, making portfolio from researchingcompanies in the theme of various social issues. Yen-Dollar Derby is the competition that entries
calculate currency exchange.

It is difficult for the students to calculate currency exchange

accurately, but the experience leads them to learn monetary policy and wide international
knowledge.
【Flow of the Class】
1st Class

Set theme

2nd ClassPresentation of Yen- Dollar Derby and group activity

3rd ClassPresentation of their theme by Stock League group

4th Class

Lecture by Prof. Hirayama, Kwansei Gakuin University Economic
Department

5th ClassGroup Activity

6th ClassPresentation of Yen- Dollar Derby, Presentation of their theme by Stock
League group

7th ClassGroup Activity

8th ClassPresentation of Yen- Dollar Derby Group Activity

9th ClassGroup Activity

10th Class

Presentation of Yen- Dollar Derby, Presentation of their theme by Stock
League group

The presentation was evaluated by a scoring rubric. Criteria for a scoring rubric was distributed to
the groups in advance. The teachers led them to make a presentation to be highly evaluated.

- 52 -

【Students’ Opinions】
I am looking forward to Nikkei Stock League as selecting theme is going on.
Today is a day that our group would make a presentation about our assigned theme. The
graph I made was really proper for the presentation.
I got interested in Random Walk Graph.
Mr. Hirayama prepared a lot of slides for us. I was wondering about which slide I should
ask and I asked a silly question which is irrelevant to Yen-Dollar Derby. But Mr. Hirayama
gently answered my question. Economic formula that he explained us was interesting.
We calculated the currency exchange rate of the end of July. The last month, we
miscalculated it because of the unexpected event, Brexit. What we calculated was much
lower than the result. Because we have less events this month, we were easily able toexpect the effects of Brexit, the EU referendum, FOMC rate hike. We hoped our calculation
would not be far from the result.
We gave a presentation on calculation of currency exchange in June and of July. Because
we didn’t have enough time to prepare well, the presentation was not great. But I think wewere able to convey what we wanted to convey to the listener. For the summer vacation, I
want to gather information for the calculation of September or set the personal theme.
【Comments】
The first half of the school year, they spent time setting the theme of Stock League. At thethird class, the group members made a presentation how they wanted to set themes. Now
they’re still in the middle, they toiled their way to set the theme in a group. They should have
known what they were needed for writing papers by looking through former examples such as
prize- winning works. It was after summer vacation that they listed up some themes. At thelast half of the school year, each group has activity based on themes they set.
Yen-Dollar Derby group expected currency exchange rate of the end of July, June, September.
While we are working on it, we have to consider some difficult elements, such as Brexit, monetary
policies in Japan or in the US, which disturbed our prediction. We couldn’t analyze it wellbecause we couldn’t get some information from charged sites.
Prof. Kenjiro Hirayama, Economic Department Kwansei Gakuin University, gave us someadvices on setting the theme of Stock League.

At the 10th class, he also gave many advices on

our presentations. He was willing to answer our questions by email. That has reassured us.
【Students’ Works】Slides made by two groups of Stock League- 53 -

4)Technological【Significance and Aims】
Students develop wide knowledge on the energy problems all over the world. In order toachieve the goal, they learn various electronic problems or the methods to generate electricity.
Especially, they focus on recyclable energy which our government plans to introduce and spread asclean energy replacing fossil fuels. They take an overall study on these issues and prepare for
Scenario Planning.
【Procedure】
1st

Guidance

2nd

Students attend a lecture about thermal power generation and hydroelectric power
generation.

3rdStudents attend a lecture about geothermal power generation, biomass power
generation, solar power generation, and wave power generation.

4th

Students attend a lecture about nuclear power generation.

5thStudents learn how to read a thesis on a solar battery.

6th

Students do an experiment using a solar battery.

7thStudents attend a lecture about the mechanism of a solar battery.

Teachers used a book named “the book on a solar battery” written by as a textbook. We started
with an explanation about the contents of the book in order to make a discussion based on the
precise knowledge. Some students realized that they were able to use the book as a dictionary tosolve some problems. As to other power generation system, teachers gave some referencematerials to students and gave some opportunities to make a discussion or make a presentation
about them. Fortunately, we were able to get treatises written in Japanese and English from ascience laboratory in Kyoto University, and students were able to learn the most advanced research
all over the world.
【Students’ Works】- 54 -

【Students’ impressions】
・I had discussions on solar power generation and geothermal power generation. As wind power
generation, geothermal power generation is of vital importance as a recyclable energy, so I’d liketo grasp it comparing the strong points and weak points with other methods of energy generation.
・The English theses were too difficult for me to understand.
・It was very enjoyable for me to do the experiment.
・I read some articles on how to put a storage battery into practical use. Through this system, it ispossible to store electricity generated by recyclable energy, so I think that this system should
spread.
・There were some difficult points in the book, but some researchers kindly taught us those points ina laboratory, so I could understand those points.
【Review】≪Good points≫
・From the scientific point of view, students could understand what the main power generation(thermal, hydroelectric, and nuclear power generation) is like.
・From the scientific point of view, students could understand what the energy in the next
generations (solar, window, and wave power generation) is like.
・As to solar power generation, students were able to practice in the science laboratory of Kyoto
University.
・Students got more opportunities to read some treatises on scientific issues, so they could think
things scientifically.
・Students wrote some papers on scientific issues, and made presentations about them. Throughthose activities, they were able to take an objective and logical view of things.
≪Improvements≫
・Teachers couldn’t give students enough time for them to understand things deeply and consider
them sufficiently.
・Teachers placed great importance on scientific and logical contents, but in the beginning, students
couldn’t understand energy problems from the scientific and political point of view.
・Some contents were too difficult for students to understand.
・Teachers would like students to develop the skills to think things more logically, but we didn’t haveenough time to do so.

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②Scenario Planning(SP) ( 2nd year students)【Significance and Aims】
Students learn a method of “Scenario Planning”, and foreseeing the future, they develop an
ability to think logically. We did it three times this year.
①The first SP using the familiar theme
Teachers prepared three themes, “an education using ICT”, “USJ”, “game industry”. It was thefirst time for students to try SP, so teachers focused on student’s understanding the proceduresof SP, and divided students into three groups depending on their interests.
②The second SP using the topic about university
In the SP, it is necessary to think issues from various points of view, so SP should be done bysome people. But in the first SP, many students couldn’t understand the procedure very much.
In order for them to understand the whole image, students did the SP alone.
③The third SP using the topic about energy
The theme which our school has is about the future conditions of energy, so we chose this topic.
This SP is directly connected with students’ graduation theses. Students had some meetingsand in the meetings they decided the member of each group to have various perspectives.
【Procedures】

1st (April)

Teachers divided our students into some groups, and they did the first
SP dealing with three topics, “an education of ICT”, “Universal Studio
Japan”, “game industries”.

2nd (May-June)

1st (April) Teachers divided our students into some groups, and they
did the first SP dealing with three topics, “an education of ICT”,“Universal Studio Japan”, “game industries”.
2nd (May-June) Students did the second SP dealing with the topic“University” alone.

3rd(July-October)

Teachers also divided our students into some groups, and they did thethird SP dealing with the topic “Energy”.

- 56 -

【Review】≪Good points≫
・In order to improve students’ ability to think logically, it is thought that this technique is very
beneficial.
・The SP needs various opinions, and through this activity, students was able to widen theirperspective, and also develop the ability to accept other’s opinions.
・Teachers was able to make materials about SP.
≪Improvement≫
・Teachers thought that it was necessary to do the SP three times, but it took more time to do eachSP than we had expected, so we couldn’t give students enough time to do each SP.
・Since now teachers were in the middle of making teaching methods, we couldn’t teach the method
to them smoothly.
・Through these activities, teachers would like them to develop the skill to think logically, but it wasvery difficult, so it took much more time to make students understand the essence.

- 57 -

③ Global English for 11th Grade Students【Significance and Aims】
・To deepen their understanding even more about how global issues affect our future life and what
we can do to minimize their impact.
・To improve their communicative competence and acquire the necessary knowledge and skills toclearly tell others their ideas and opinions on more complicated matters.
・To polish up their presentation skills.
【Outline of the Lessons】
・The students of a class (about 40 students) are divided into two groups.
・Classes of each group are conducted by one Japanese and one foreign teacher.
・Every class is conducted in English and the students are also supposed to speak English.
【Activities】
・Deepening the understanding about the global environment, which leads to a reflection onvarious energy issues.
・Discussing some issues with their friends,
broadening their horizons.
・Telling their ideas again and again to different people,
refining their ideas.
・Delivering a presentation in a more sophisticated way
than last year.

【Flow of the Lessons】
1st lesson
Understand how green we are and think about how we waste energy and contribute to global
warming.
2nd lesson
Talk in groups about what we can do to decrease the impact of energy waste in our daily lives, gettheir own ideas in shape and write a short essay.
3rd lesson
Pair themselves and tell their partner about their ideas, asking questions to make sure they
understand the partner’s ideas completely.
Change partners and again tell their new partner about their ideas, but this time they have to becareful to make their ideas clearer and easier to understand.
Change partners once again and tell their still new partner about their ideas in a more refinedway.
4th lesson
Each group prepares for the presentation. They use other students’ ideas as reference, improvetheir own ideas and prepare for their presentations.
- 58 -

5th lesson
Each group delivers a presentation of what they think we can do to decrease the impact of energy
waste by using a computer and other props.
6th lesson
Watch the video tape of their own presentations and reflect on what worked and what didn’t,
figuring out how they would be able to improve their presentations and English skills, with someadvice from teachers and university students who graduated from Seifu Nankai.

【Comments】
・Many good presentations. The explanations were very easy to understand.
・There were a lot of well-organized and very logical presentations.
・It was very good to present a lot of specific data that supports your opinion.
・Your group made your ideas very clear and I was able to easily understand what your group wastrying to argue.
・Your group showed graphs and pie charts very effectively. They really helped us to understandyour ideas and opinions.
・The delivery was very good. Your group used the Power Point slides skillfully.
・Your ice-breaking jokes were fantastic!
【Advice】
・Don’t read the script, especially without any intonation.
・Make eye contact and talk to the audience.
・Demonstrate well-grounded data and information.
・Use more data and articles supporting your opinions.
・Make sure that your explanations are logical.
・Remember to logically and critically analyze the data you have collected.
・Check your pronunciation.
(It may be a good idea to practice with your friends so that you can find each other’s mistakes.)
・Remember that Power Point should be used just to help the audience have a better understandingof your presentation.

- 59 -

Seifu Nankai Jr. & Sr. High School
Tel 072-261-7761
Fax 072-265-1762
http://www.seifunankai.ac.jp/- 60 -