Seifu Nankai Senior High School

International Symposiumfor the Future World
ChapterⅣ(English Version)

November 11th, 2017

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 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
３．3rd Year Students

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】
1st time

To let the students know how to collect information and give them
instructions how to use a computer.
To introduce to the students how we will proceed the integrated classes.

2nd time

To have each group discuss on a picture shown to them and write a story on
the picture in Japanese in about 200 letters.

3rd time

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.

4th time

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

5th 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.

【Students’ Works】

議一一一一一論、、、、、 を楽 リ 自相積すし ー分手極 る
む ダ の の 的上ー意意に でに 見見参 の
従 を を 加ル
っ ま 理 すーて と解るル
議め し
五
論て よ
箇
すお う
条
る く と
す
る

講
一一一一一演、、、、、 をト 要 メ 礼本聞
イ 旨モ 儀当 く
レ を を 正に上を つ主 し 正で済か体 く し のま む と 熱いル
せし 心こー
腹 なに とル
八 い聞か五
分
く 疑箇
目
う条
に
す
る

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【Student’s Interpretation of This Picture】
・This whole picture looks dark and we can feelsadness or loneliness when looking at the back ofthis man walking up the stairs. The impressionof this picture is contrary to the bright image ofhappiness and innocence two red balloons provide.
We may think the lower part of the stairs
expresses the past and the upper part the future.
As we can see the man in the upper part of the stairs and the balloons in the lower part, we mayinterpret this picture as telling us that as a happy boy grows up, he has had more worries andanxieties in life.
・We would like you to pay attention to the balloons, the place and the man in this picture. The
place is Kings Cross Station, as the title says. Yes, it is a station. We usually expect that there
are a lot of people at a station. However, this picture shows only one man, and this station isdark with only a single light on the ceiling. The darkness does not show any hope, so we canguess that the number of people living near the station has been decreasing. The balloons aretied to the railing because there are very few children around. The color of these balloons also
has a meaning. The color of the balloons is not bright red, but dark red, which is why we cannot
feel any hope from this picture.
【Student’s Impression】
・I was surprised to know that everyone had different opinions. I thought it important to listen toother students’ ideas, because some ideas gave me new viewpoints. I would like to learn various
ideas in order to broaden my horizon. At first, it seemed unexpectedly difficult to get a clue to
how to make a story and expand the idea. However, I was able to come up with a variety of ideas
when I look at the picture from a global standpoint of view. I realized that it is very important todecide on how to tackle a problem through this lesson. I would like to work on a lot of challenges
to become a global leader.
・I enjoyed listening to all the presentations. Some were very similar and some were a little
different. I realized again that everyone had different ideas. Every group had a different way
of presenting their ideas – giving specific examples or delivering their presentation like a drama,
which gave me the idea of how I should deliver my presentations from now. I would like to makea more interesting presentation when I have another opportunity.
【Comment】
Students understood that if they looked at a problem from their own arbitrary viewpoint insteadof looking at it vaguely, they would be able to make a new discovery or become aware of something.
In addition, they learned how difficult it was to sum up various opinions into one and to lead a
discussion in a constructive way. It can be said that we have achieved what we planned. However,since some groups focused only on finishing their tasks within the lessons, we felt that we would
have to let them understand that they should focus more on the content of their work.
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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：Tuesday, May 2, 2017 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
Speaker： YOSHIMURA Sachiko, School of International Studies,
Kwansei Gakuin University
Date：Friday, June 2, 2017 15:20 ~ 16:10
Outline：①Students will learn the importance of looking at things from a global point of view, using“If the world were a village of 100 people” as a teaching material.
②Students will learn about the attempts to reduce disparities in many things, such as
economic and educational environments.
③Students will have a workshop to deepen their understanding of what they have learnedin the activities above by visualizing the ratio of people in various circumstances, withthe help of “Role Cards”.

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３． Economic
Speaker: DOI Noriyuki, Innovation Research Center, Kwansei
Gakuin University
Date: Tuesday, September 5, 2017 11:45 ~ 12:35
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
Speaker：MURATA Yasuko, School of Sociology, Kwansei Gakuin University
Date: Friday, June 30, 2017 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
Speaker：TANAKA Teruko, Lake Biwa Environmental Division, Biwako Policy Division
Date: Tuesday, June 13, 2017 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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③Fieldwork ( 1st year students)
１．Societal
Lecturer：MURATA Yasuko, Social Studies Department in Kwansei Gakuin University
Date：Monday, July 24, 2017 15:30 ～ 17:00
Place：Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Participants：11 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：YOSHIMURA Sachiko, International
Department in Kwansei Gakuin University
Date：Tuesday, July 11, 2017 13:30 ～ 16:30
Place：Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Participants：11 Global Course students in the 1st year of senior high school
Topic：International Issues
Contents：①Listening to the presentations of the theses by 7 students in Professor Yoshimura’s
seminar at Kwansei Gakuin University.
②Dividing university students and themselves into 4 groups and having a discussion
about what they have just heard.

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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 18, 2017 14:00 ～ 16:30
Place：National Institute of Advanced Industrial Science and Technology (AIST) KansaiParticipants：16 Global Course students in the 1st year of senior high school
Topic：Ideas & Concepts
Contents：①Inventing a toy or something you can play with that can be used for a month after
choosing a place you will visit.
②Having a tour in the institute, looking at facilities such as an electron microscope.

４.Technological
Lecturer：KIKOH Takeshi, Section Chief, Fisheries Division, Shiga Prefectural Government
Date：Monday, July 31, 2017 8:30 ～ 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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④STEP Seminar ( 1st year students)
In the first half of the year we worked 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.
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” this year. In this lesson students have to think about what kind of lunch
would be appropriate if they ate the same lunch during the United Nations Congress. In order toinvent a menu, 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 of knowledge and the ability to collect information. This school year they worked on thetask, assuming that seven countries (Malaysia, Mexico, Germany, Saudi Arabia, Nigeria, Vietnam
and Brazil) were the chief members in conference of “The United Nations boxed lunches.”【Teaching Procedure & Students’ Impressions】
Time

Contents

Students’ Impressions etc.

1st

Guidance

I would like to do the work I was assigned to and cooperate with the othermembers to have smooth discussions.

2nd

Position Paper(Basic Information ofEach Country)
Preparation

I would like to collect as much information as possible so as not to have a flaw
and deliver our presentation by using materials including effective information.

3rd

Position Paper
Presentation

4th

Policy Making 1

5th

Policy Making 2,
Interim Report

6th

Draft Resolution
Presentation

7th

Modification of
Draft Resolution

I realized again how difficult it was to speak in front of many people. I just readthe script instead of flexibly responding to the situation where we were runningout of time.
I regret not being able to answer the question very well even though I had foundout the information on it.
Some people told me that they had difficulty listening to me and others pointed
out that I should have utilized the charts more effectively. I realized that mypresentation had a lot to be improved.
Many dishes could not be used for lunch because there are a lot of religions in
the world.
In many countries, people do not eat meat for their religious reasons. In order tosolve that problem, the students used fake-meat, made menus for vegetarians
or prepared selections of dishes.
With regard to presentations, many groups have problems, such as lacking thephotos of the dishes they explained about in the presentation.
I realized that we should have thought more about other countries. We will taketheir profit into consideration by changing the countries from which we importour food ingredients.

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8th

Submitting Resolution&
Conclusion

In this political seminar, I did a lot of work and thinking and delivered
presentations. I think I was able to acquire various skills that will be very
useful for our future activities.

【Students’ works】An Example of Resolution【Students’ General Impressions】
・In my first presentation I was told that I had been reading the script, so I delivered my second
presentation without reading the script.
・I realized the importance of thinking about other cultures and learned how to make a compromise.
I learned that it was essential to make a thorough preparation in order to express our opinions.
・I felt that we had to consider quite a few things where people all over the world gathered. In
addition, I learned that we definitely needed to make a compromise at a certain point.
【Comments】
・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,
we cannot make progress in our negotiations if we only insist on our opinions. I think thestudents 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. However, we did not have much time for that
because of the number of classes and that of groups. Accordingly, the students made theirresolutions in class, and they had to have most of the negotiations outside the classroom as
their assignment.
・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 HighSchool Model United Nations” next year.

I strongly hope that they will acquire a global

viewpoint.
- 43 -

2)Economic (Field of Economics)【Significance and Aims】
・Learning about activities and skills of corporations that have been tackling social challenges.
・Understanding the trends of economy and market by making a virtual investment in stocks.
Students have little knowledge on the economic system or corporative activities. Although many
corporations are working hard to solve social problems, students are not aware of this. We planned
to lead them to have fundamental knowledge and foster the ability to have a positive discussion
over a variety of global and local issues, by letting them analyze corporative activities and technicalinnovations, so that they will have no difficulty practicing “Scenario Planning” next year.
We introduced the system of Nikkei Stock League (virtual investment) in class so that students
would have to collect information for themselves. Through the investment into corporations theychose, they were expected to acquire a micro-perspective while learning what activities they were
doing, what skills they had, and what social contribution they were making. Besides, somestudents participated in a virtual investment competition provided by Nikkei and competed withpeople outside of school. They were able to acquire a macro-perspective while learning that
economic situations of Japan and other countries, politics, and many other factors that would have agreat influence on stock prices.
【Allotment】
1st & 2nd
periodSetting the theme in each group

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【Students’ Works】【Students’ Comments】〈1st preiod〉
・I enjoyed brainstorming. Other people’s opinions often reminded me of many things. I want tojoin an investment competition.
- 44 -

・We shared our opinions, had a discussion and made a chart. It was more efficient to share ideas
rather than to think by myself, and to speak out rather than to remain silent. We will learn
about stocks in this seminar, so I think we will need to find out what is important. I want to learn
more about stocks.
〈2nd preiod〉
・I strongly felt that I didn’t understand anything even though I thought I did. I will gather as
much information as possible by the next lesson.
・We had to figure out what the problems were all through today’s lesson. We had a hard time
finding them out. We did not understand the problems of the incidents because we did not know
the details of them. For example, I know the fact that the U.S.A. is now trying to build walls
between America and Mexico, but I do not know why. I realized that I just watched a news
program, but not actually thought about it. From now on, I want to expand knowledge not only
through TV programs but also by reading newspapers.
〈3rd preiod〉
・Today we decided our theme and checked some companies related to it. We did not take muchtime to decide it, but I thought it was difficult to collect information on things we are not usuallyaware of. I want to select companies focusing on a more specific theme.
〈4th preiod〉
・We gathered information on companies according to our theme. Our theme is “Protection against
Disasters”. However, there were so many things related to “Protection against Disasters”, suchas emergency supplies, earthquake resistance, restoration and so on, that it took a long time tocheck all of them. There are technical terms we do not know, so we will look them up in the
dictionary. Each company does more activities than I expected, so we will have to be careful not
to miss any of them.
〈5th preiod〉
・As we had expected, the number of corporations we checked was rather small, so we decided toincrease the number before we thought about the indexes. The stocks of many of thecorporations we checked were not listed on the stock exchange, which led us nowhere. However,
our teacher advised us to remember the related things when we first decided on our theme and to
think of different things associated with food other than “cook” or “eat”. We will increase thenumber of the corporations, taking the teacher’s advice into account.
〈6th preiod〉
・We checked again the indexes of the number of business and CSR(Corporate Social Responsibility).
We decided to collect the information on the number of business, profit, and the number of
employees from Nihon Keizai Newspaper. We set the indexes to judge corporations as follows;
corporate finance, CSR, the number of business, labor productivity and Sales R&D expenses
rates.
【Teacher’s Comments】
After brainstorming, students shared a lot of ideas about their theme. However, their lack ofknowledge forced them to spend more time than expected deciding on their final theme. They
were sometimes distracted by some assignments from other classes and their work was generally
behind schedule. I think that we have to teach students how to set their theme more efficiently.
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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.
【Allotment】
1st period

Explaining about various areas of research and sociology

2nd period

Explaining how to make questionnaires, Setting each group’s theme

3rd period
4th period

Deciding the theme and the outline of the questionnaire and preparing for thepresentation
Delivering the presentation and completing the questionnaire after receiving
opinions from other groups

5th period

Analyzing the results of the questionnaire and making an inference

6th period

Preparing for the presentation

7th period

Delivering the presentation

8th period・

Evaluation and conclusion of statistics【Students’ Works】- 46 -

【Students’ Comments】
・I think sociology is an academic field where we study what relates humans with society. By
understanding social trends, we may find the clues to future predictions.
・We thought about the changes of society by looking at the changes of fashion in recent years. I
think that what we should learn from this seminar is to analyze specific things, such as fashion,
in a variety of ways.
・We learned how this seminar would proceed. We saw a video showing the fashion trends
corresponding to the generation in Japan and in the U.S.A. It seemed interesting to compare
things in everyday life by using statistical data.
・Today we had our first societal seminar. I learned that sociology is an academic field where we
study the relations between humans and society, and that the clues to finding out these relations
exist everywhere in our daily life. Therefore, it is very important to thoroughly check up what
we take for granted in order to understand how humans and society are related.
・This time we made a simulation, taking fashion as an example. I understood well that we havevarious things around us that will explain what society is like.
・We learned what STEP seminars were for, had an explanation of the societal seminar andconsidered what sociology is. Besides, we learned that sociology is greatly related to social
conditions. For example, the transitions of fashion is thought to have been attributed to whatmaterials people needed and how people wanted to follow the trend. I want to learn what is
important to correctly understand how people will think and behave.
・We learned the basics of sociology. I understood it is important to try to look at what we usually
do not. Today we watched a video about fashion, looked for different things according to
generations, and thought about what had happened at that time. These days I sometimes lookupon what seems to be natural as something unnatural, so I think it is a little easy for me to havesocietal seminars.
・We had the first societal seminar. Sociology covers quite a lot of fields and I realized that wewould need a very wide range of knowledge. Even fashion is related to historical backgrounds.
I learned that it would be a good idea to pay attention to small things, such as the length of a skirt,
the type of a jacket, hairstyle, bags and so on. Comparing these small things let me noticevarious things.
【Teacher’s Comments】
I plan to help students to learn how to reach a conclusion, correctly analyzing data. In order to
let them realize the importance of having a Societal perspective, I encouraged them to doubt what
seemed to be natural by choosing fashion as a theme and showing some scenes in our everyday
life. However, students were not very interested in fashion and seemed to be indifferent to trend
itself. Therefore, I used a video showing the transitions of fashion in the 20th century andstarted to let them think about the background situations. They seemed to realize that they
were required to understand how to look at things and consider the social situation and thepsychology of people in those days. I would like to help them to acquire the skills of how to draw
a conclusion. With regard to processing data, since they have been learning how to use “Excel”
in the classes of “Information and Technology”, I expect that they will have no problems about it.
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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 through group activities
・Acquiring skills necessary for doing research and delivering presentations【Allotment】
1st period

Lecture on environmental problems about Lake Biwa

2nd period

Lecture on preservation and restoration of Lake Biwa by a guest lecturer

3rd period

Deciding on a theme

4th period

Analyzing the results of the research

Field Work

Thinking about how to deal with the challenges by visiting Lake Biwa andseeing its current situation.

【Students’ Comments】
・I realized that the problems were rather obvious, but that the complicated relations in which theinterests of those involved are intertwined are making it more difficult to solve them. I felt that
we would need enough information to solve all the problems comprehensively. I will try to collectinformation on the environment of Lake Biwa because it is necessary to think about the problems
from various perspectives.
・Lake Biwa is important domestically and internationally. This is because Lake Biwa is anunusual tectonic lake and it has 61 endemic species. Moreover, it supplies the water used in
Kinki Area. I want to know more about Lake Biwa, which is indispensable to humans and otherliving things, and preserve its environment.
・I realized how little I knew about Lake Biwa. In the brainstorming, we could not come up withmany ideas, so I think I have to study more about it and attend the fieldwork trip. I wanted totackle the problem of marshy areas.
・In this lesson, we collected information and thought about the problems. It was difficult to findgraphs, charts, and data appropriate to our theme. I felt a little irritated because we could not
find the data easily and had to make a detour to gather necessary information. I will work
together with the other members of our group to collect information.
【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 understandgradually that 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 solvethem.
- 48 -

⑤Global English ( 1st year students)（GE）【Course Mission Statement 】
By carefully observing, researching, discussing and presenting dominant cultural aspects ofJapanese society, we will endeavor to not only create a deeper understanding of Japanese cultural
attributes, but also simultaneously increase our sensitivity and best practice skills on relation to
global communication and intercultural issues.
【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 writing skills➢Effective presentation skills➢Effective thinking skills➢Effective questioning skills➢Effective discussion skills➢Teamwork【Class Format】
The class is divided into groups of approximately 4 or 5. Each student’s role in the group is decided,
and they will be expected to fulfill their roles to the best of their ability.
Role includes: Chairperson; Scribe; Research guide; Researchers; Final editor; Presenters.
Students’ responsibilities are not just confined to their allotted roles. They are expected tocooperate with their team and cover any necessary tasks.
【Syllabus】
Class 1 ―decide on a topic (from below) and start putting together a plan of how it will beresearched and presented. Start on a written work (one A4 page) on the meaning andorigin of your topic of choice.
1.Ambiguity and the Japanese
2.The Japanese Sense of Beauty
3.Silence in Japanese Communication
4.Male and Female Relationships
5.Japanese Social Obligation
6.Private vs. Public Stance in Japan
7.Adopting Elements of Foreign Culture
8.The Japanese Virtue of Modesty
9.Seniority Rules in Japanese Human Relations
10.Japanese Group Consciousness
11.Dual Meanings in Japanese Human Relations 13.The Japanese Custom of Gift Giving
12.Simplicity and Elegance as Japanese Ideals of Beauty
Class 2 ―Start putting together the script of a role-play that explains your understanding of yourparticular topic.
Class 3 ―Present and film your role-play. Q and A sessions with classmates and teachers.
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【Students’ Comments】
Student S
In the first half of GE, I studied the difference of the cultures between Japan and other countries,
and how to express phraseology which is usual in the Japan. In the second half, I want to tell otherpeople what I want to say in English.
Student D
We learned how to explain Japanese customs in English. It was difficult for me to put our
unconscious behaviors in different language. Through this project, I became able to discuss inEnglish, and to perform in front of other people. However, I still feel anxious to perform in front oflarge crowds, so I need to train for that.
I studied abroad for four weeks this summer, and I felt it was necessary to be able to describe ourown cultures overseas. We have to have rich knowledge about our customs. We need to haveinterests in various kinds of things, and to expand our horizons.
Student I
Our group has studied "silence" in Japanese. While researching, we noticed that there was a big
difference between Japanese and foreigners. That is Japanese people do not want to say their own
opinions, but foreigners say their opinions clearly. I think that there are many chances to meet
people from many countries after this, so I want to able to insist my view with confidence.
Student Y
It was difficult to capture the culture of my country. However, unless you understand your country's
culture, you cannot understand the culture of other countries. I understood a little about it throughthe lesson. Our group had a difficult time picking a difficult theme, so I will think about the future
and act actively next time.
Student S
We chose Collective consciousness. In the class, we could not have good discussion. We only searchedindividually. I regret I should have more cooperation with everyone and I think I will cooperate. In
my group, I did almost thing. Other member said anything and did anything, so I did by myself. I
think if all af us did together, we could make more nice presentation. Our teacher found mistakes
just before the presentation. I corrected our materials. Therefore, I think that I will prepare exactly
next time.
Student N
・In the first term, we learned the differences among different cultures. Each group selected one
topic of Japanese original culture, WABI and SABI, relationships between older and younger. The
topic our group chose was the custom of giving gifts. First, each of us collected information about it.
Then we made the script to express the culture shock we had learned. Finally, we tried the roll playwith it and took movies of us. I did work little work for my teammates. I took only the first and thirdclasses. I just joined the meeting we chose our topic and playing the scene. Next term, I am sure I
will work with my teammates actively.

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【Teachers’ Comments】〇Acquired Skills
Students were systematically exposed to various aspects of Japanese culture. As groups, they
selected a particular Japanese cultural trait that captured their interest. In observing thesecultural traits, students were then required to continually reflect on the origin of these traits, theirpredominance in the everyday lives of the students, and how representations of these cultural
norms affect communication with other cultures and countries around the globe.
This was a first crucial step in ‘critical observation’ for these students. A step that is relatively
difficult to quantify by means of physical pedagogical assessment (i.e. a written essay). This initialprocess turns the observers’ views within, and to many students this can be quite an alien
environment. They are attempting to view aspects that are so ingrained and part of them that they
for the most part seem if not invisible, indescribable.
The students realized the difficulty of such introspection and observations, and by their comments,
and active participation in class discussion, it could be assessed that they have started the ballrolling in relation to developing an open an inquisitive mind towards the cultural components thatmake up humankind.

〇The Skills Requiring Further Efforts

As mentioned above, representation of introspective findings can be very difficult for
native speakers let alone non-native speakers of a language. Therefore, as the students’cultural and global sensitivities grow an efficient level of written and spoken English
will have to be attained. When a basic grounding in English is achieved, students will
be able to work on academic skills (i.e. presentations and essays).

- 51 -

2. 2nd Year Students①STEP Seminar ( 2nd year students)
1) Political（Field of Politics）【Course Aims】
In Model United Nations students will find out the problems of the countries they are
representing and make resolutions to solve these problems. They have to explain and negotiate sothat other countries will accept their resolutions. Through these activities, students realize thatpolitics is a means to achieve “the greatest happiness for the greatest number”, and that they should
not think only about their own interest. What students have to acquire by learning politics is theattitudes to accept diversity without thinking only about their own self-interest.
In the first half of the year we set the subject as “Energy Security”, which is related to thegeneral theme of Scenario Planning. I planned to let the students take interest in other countries
and acquire abilities to identify and solve problems. In addition, I planned to let them havetechnical knowledge, presentation skills, and the ability to negotiate.
【Course Schedule】

1

Introduction of the course, Deciding representing countries,
Announcement of the subject

2

Lecture on the subject, Making “position paper”

3

Lecture on the subject, Making “policy paper”

4

Announcement of the policies, Thinking about the resolutions

5

The first conference

6

The second conference

7

The third conference, Voting- 52 -

【Works by students】
Resolution introduced by thestudents in charge of Liberia（written in Japanese）【Comments from students】
・First of all, I realized my lack of knowledge. When other countries asked me to do something, I
could not judge if I should do it because of the lack of knowledge. It was difficult to think of thepolicy dealing with every country equally. I would like to have more knowledge by the next
conference, reading books and newspapers.
・I tended to forget about the interest of each country in the multilateral negotiations. When we
discussed one subject, we had to consider various problems in various fields. I realized my lackof knowledge and thought it was difficult to decide on specific issues.
・I was surprised that the country which had participated in the conference only the day before
opposed my policy. I found it difficult to make things go as I expected. I also understood that
we could not even start the negotiation without having broad knowledge about our representing
countries and present situations of the world. There were some illogical points in the threepolicies presented in this lesson.
・I realized I totally lacked in knowledge about energy and diplomatic relations of many countries.
I also thought that though I could get a lot of knowledge through the Internet, I could not be sure
if it was correct and believable. Many countries did not correctly understand my resolution andthere was something inconsistent in it, so I will try my best to make it better next time..
【Comments from teachers】<<Good Points>>
・In the students’ questionnaire, there were many affirmative answers, such as “I have improved myability to identify problems,” or “I think that what we have learned will be very useful for otherclasses or school events.”
・A pair of students will participate in “the 11th All Japan High School Model United Nations.”<<Points for improvement>>
・Although they collected a lot of information about their representing countries, some students did
not have their own opinions and changed their ideas according to the atmosphere they felt.
Sometimes they did not have a fruitful discussion.

- 53 -

2)Societal (Field of Sociology)【Significance and Aims】
In this course, the students learn to deepen the consideration for the society and people. Thissemester, they practiced analyzing various kinds of specific cases and collected information for theirstatistics.
In addition, I thought it would be necessary for them to attend some competitions to receive
external evaluations and some students participated in “National High School TouristChampionships”. While they were making tour plans that included appealing points of our local
area, they had good opportunities to analyze the statistics shown by Japan Tourism Agency andOsaka Prefectural Government.
I think they had a good experience of creating something new as they made their own tour
plans after gathering a lot of information and data. They also analyzed the trends of foreign
tourists and thought about what they would do and what they would need.
As a result, these activities were good for learning how to build up evidence or make hypotheses
that is necessary in Scenario Planning.
【The flow of the classes】
1st Class

Introduction of sociology and tourism

2nd ClassSetting the tour target with statistical data

3～6th Class

Making specific tour plans with statistical data

7th Class

Delivering presentations of their tour plans

8th ClassComments and reflection【Students’ Works】

The Questionnaire when visiting a school in Thai（in English）- 54 -

【Students Comments】
・It was not difficult for me to make a tour plan because the settings of the plan was Senshu, where
I live. It was, of course, difficult to improve our plan with evidence and statistical data so that it
would be persuasive. However, I think we were successful in making a good plan. I mistakenly
used some materials that were on a personal blog, so I will be careful to use materials available toanyone. I also enjoyed discussing various things with my friends, though it was my first time tohave had such heated discussions with them.
・I realized that I should have done better. I could not have my own opinions because of the lack ofknowledge and evidence, so I gave a lot of trouble to my group members. Looking back now, I
think it is important to express our ideas. If they are wrong or difficult to realize, the othermembers will correct them, and this is the good point of group work.
・We introduced good points of Senshu. I think we did not collect enough information and welacked in the ability to create an innovative plan by using the information. Some other groups
make their plans better by introducing cycling in their plans. I think we will be able to havesuch an idea in our plan next time.
【Comments】《Good Points》
・Students practiced analyzing various things and they have learned to consciously become aware ofmany things seen in our daily lives.
・By making tour plans for the purpose of advertising good points of the local areas, they realizedthat there were many things they did not notice because they took them for granted.
・Since they participated in a competition, they became serious and tried their best to make really
good plans.
・Every group did field work research, and it made them understand the importance of classroom
study.
《Improvements》
・Some groups of students wanted to do field work research in Kansai Airport, but they could not,and they had no choice but utilize the information available to anyone.
・Some groups just shows the places tourists would visit without putting any consistency in theirplans.

- 55 -

3)Economic (Field of Economics)【Significance and Aims】
Speaking of economy, there are various kinds of economy, such as economic strategy, businessbehavior, financial strategy, stock, exchange rate. We sought for the activities where students canenhance a quality necessary for a global leader, and where students can make a good use of it toselect their actual course, acquiring economic knowledge for Scenario Planning.
We let the students participate in Nikkei Stock League and Nikkei Yen-Dollar Derby, sponsoredby NIKKEI newspaper publisher. Nikkei Stock League is a competition in which contestants
make portfolios. This is mainly for university students, but some middle school students andhigh school students joined and won the competition.
The students can obtain economic knowledge and different perspectives by making portfolios
and doing research on companies, thinking about various social issues.
【Flow of the Class】
1st Class

Introduction and delivering mini-presentations on any topic

2nd Class

Delivering presentations on general ideas of economics

3rd Class

Lecture on general ideas of economics

4th Class

Checking the award winning portfolios

5th Class

Delivering presentations on what they learned from the award winning
portfolios

6th Class

Lecture by a guest lecturer

7th ClassGroup Activity

8th Class

Lecture by a guest lecturer

9th ClassRole play

10th Class

Delivering presentations on the theme of the report or on what they did
during the summer vacation.

11th ClassGroup Activity- 56 -

【Students’ Opinions】
I think I can make full use of my knowledge in this seminar, so I am looking forward to
studying economics more deeply.
The presentation we delivered by using an award-winning portfolio did not go well at all.
There were many flaws and quite a lot of things to be improved. I would like to try harderand contribute to Scenario Planning as one of the representatives of Economic seminar.
We have decided our theme, but screening does not go well. We would like to do our best to beable to win a prize for the remaining half year.
We have a lot of trouble in Nikkei Stock League. I want to study more about economics andmake use of my knowledge in Scenario Planning as soon as possible.
I am now doing my best in Nikkei Stock League. Our group leader is a wonderful person whogathers meetings, summarizes discussions, and tells us what information we will have tocollect. Sometimes we could not make any progress in our discussion, but our leader
skillfully made things go forward. Looking back from now, I think that I just attended themeetings, so I will actively play my part and contribute to our group.
We learned various things about economics in this seminar. I am sure that what we havelearned so far will be very useful for Scenario Planning and for my future.

【Comments】
Students started to have common understanding of the basic concept of economics, and thenthey checked award-winning reports and delivered presentations on them to deepen theirknowledge about Nikkei Stock League. When delivering presentations, students were advised totell us why they had chosen the report and what was unique and impressive about it as if they
had written it by themselves. Through these activities, they learned what is required in writinga report. Prof. Hirayama, Economic Department of Kwansei Gakuin University, gave us someadvice after watching the presentations. In the first lesson after the summer vacation, students
delivered presentations reporting what they had been doing. It seemed that they had spent a lotof time deciding their themes.
Prof. Hirayama made a lecture for us and gave a lot of advice on how to set their themes for
Nikkei Stock League. Mr. Nakatani from Japan Finance Corporation also made a lecture on
business ideas and plans and told us how business world is going on. Both of them are really
helpful and they are kind enough to answer our questions by e-mail.

- 57 -

4)Technological (Field of Science and Technology)【Significance and Aims】
Students will develop wide knowledge on energy problems all over the world. In order toachieve this goal, they will learn about various electric power issues and the methods to generate
electricity. Especially, they focus on renewable energy that our government has been promoting as
clean energy replacing fossil fuels. They take an overall study on these issues and prepare for
Scenario Planning.

【Procedure】
1st

Explaining how to evaluate scientific experiments

2ndExperiment of collecting vapor, Introduction of how to write a report

3rd

Reflection

4th

Lecture on current power generation systems and solar batteries

5thCollecting information on various solar batteries

6th

Delivering presentations on various solar batteries

7th

Building a dye-sensitized solar battery【Students’ Works】- 58 -

【Students’ impressions】
・We learned how to write a report in this technological seminar. The experiment of collecting
vapor was simple, but it was very difficult to think logically about it in detail. When I collected
information about solar batteries, I was able to realize the characteristics of each battery. I am
looking forward to visiting Kyoto University and I want to utilize what I learned in this seminar.
・In the first lesson we learned how to write a report, and in the next lesson we did some simple
experiment and wrote a report on it. I was satisfied with my report, thinking it was perfect.
However, my report was full of corrections, and I realized how difficult it was to write a proper
report. Then we learned about solar batteries. I think I have acquired some knowledge andpresentation skills by gathering information and delivering a presentation. We also made a solar
battery, and I was happy when my music box worked with the solar battery I made.
【Review】≪Good points≫
・Students learned the importance of logical explanation by writing a report themselves.
・Students themselves collected information on solar batteries instead of teachers giving it to them.
・All the members of a group had to explain some parts in their presentations, and that helped them
deepen their understanding on solar batteries.
・Making solar batteries helped students to learn more deeply about them.
・Students felt a sense of accomplishment when their music boxes worked with their solar batteries.
≪Improvements≫
・Some students had a hard time understanding technical terms.
・The kit of the solar battery students bought was a little expensive.
・Students did not have any opportunities to attend some competitions as students in the otherseminars did.

- 59 -

②Scenario Planning(SP) ( 2nd year students)【Significance and Aims】
Students learn the method of “Scenario Planning”, and foreseeing the future, they develop an
ability to think logically. They have made two scenarios so far this year.
①The first SP Theme： “Convenience stores in 10 years”
We thought it would be good for students to start with something close to their daily life, and we
decided the theme as “Convenience stores in 10 years”. They had to think about this theme fromvarious points of view, such as circulation and working styles. They are very familiar with thetheme, so they did not spend much time collecting necessary information.
②The second SP Theme： “Energy”
The theme of our SGH project is “To think about energy situation in the future”, so we decided
the theme as “Energy” this time. We divide students into some groups, taking balance because
they will have to write their thesis in this group next year.
【Schedule】
1st (April-June)

Convenience Stores in 10 Years

2nd (July-August)Energy【Review】≪Good points≫
・In order to improve students’ ability to think logically, we think that this activity is very effective.
・SP needs various opinions, and through this activity, students were able to broaden their horizons
and develop the ability to accept others’ opinions.
・We spent more time working on one topic than last year, which helped students understand moredeeply about SP.
≪Improvement≫
・We spent more time working on one topic than last year, but it led to the decrease in number for
students to make trial and error. It might have prevented them from understanding that there
was not always a single correct answer.
・It took longer than expected to deliver all the presentations.
・Since we had to start the second SP for this symposium, we did not have much time to reflect on
the first SP.
・The lack of reflection on the first SP seems to have caused the slight confusion for students when
they started the second SP.

- 60 -

【Students’ impressions】
・It was really difficult to stay logical because we had to think about the whole concept of ourscenario. I also realized that we need a huge amount of knowledge and data and a great ability tothink logically even in the first stage of SP, getting ideas by brainstorming and putting them into
the IU (Impact and Uncertainty) matrix. It took us a very long time to practice SP this time, but
I found it interesting because we thought about what factors influence convenience stores andanalyzed in detail what they would be like in 10 years.
・It was really difficult to decide on our topic and set two axes. However, I think we will be able tofind a way to get out of this difficulty and it seems that communicating with each other is very
important. What I feel now after we have been practicing SP so far is that inspiration isimportant, and that in order to have inspirations we need to gather a lot of information throughnews programs and newspapers. I would like to deliver our poster presentation successfully.
・We had difficulty deciding on the axes. We actually decided them, but after proceeding some, we
found that we had to take different axes. I think that too much abstraction will prevent us frompicking up a point.
・When we decided on our axes, we were not completely satisfied with them. However, after ourpresentation, we received some compliments, such as “The axes you chose were very good.” SP isdifficult.
・The theme was convenience stores, which were very close to us, but we did not have enoughknowledge about them and had a hard time. I realized that collecting information is absolutely
necessary and making sure if our axes or scenarios are based on evidence is very important.
・I became the group leader for the first time. Sometimes I was at a loss what to do as a leader.
However, our members were very cooperative and we gathered many times, so we had a lot oftime to discuss things, which helped me a lot. Many of the members earnestly played their own
role and that was really helpful. What I think I have to improve is that I only learned the detailsof our presentation on the day of the presentation because everyone had their role and they justplayed it perfectly. I had to keep looking up at our power point materials while delivering ourpresentation.
・I was very interested in predicting the future with SP when I watched the presentations ourseniors delivered. At that time, I did not understand what SP was about. When we actuallypracticed SP, we had a hard time thinking of a lot of driving forces and deciding on the axes.
・What I realized in practicing SP was that it took much more time to prepare for it than it did in
any other STEP seminars. This is because we have to make a lot of trial and error when
deciding on the theme and when making some plans or scenarios. In
our first presentation, we put too much information in the last few
parts, so we will make an improvement on this.

- 61 -

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【Class Format】
The classes are broken up into smaller groups according to topic to be introduced. Students are
expected to organize their groups. Where necessary, they assign roles to ensure smooth, efficientgroup work. A scaffolded approach is used to assist students in progressing from their actual skill
level to the skill level required to give an effective English presentation. Students are allowed to use
Japanese in group discussions to ensure the design of a well-founded presentational structure.
Guiding questions used in this process will follow basic strategies for English academic essay
writing in order to aid the students in acquiring the ability to approach problems in a systematicand logical way. In addition, wherever possible, teacher input and feedback will be in English inorder to encourage the students to shift from Japanese language-based problem solving to thinking
and talking about the topics in English, to enable them to give a practice presentation in front of thewhole class in English.

- 62 -

【Syllabus】
Class 1 ― Students discuss what aspects of Japanese culture should be introduced during their
excursion to Thailand. They reflect on the unique points of Japanese culture bythinking about what it is that makes Japanese culture distinctively Japanese. In orderto create an engaging and informative presentation, ideally, the topic should be asinteresting to the presenter as to the audience. For this reason, students areencouraged to use their own interests as a starting point for discussion.
Class 2 ― From the list of topics suggested by the students, 7 are chosen and assigned to groups.
These groups then discuss the topics with the focus on how to present it in a way thatis engaging for the audience. Here, the students practice switching between their own
Japanese perspective and that of the Thai audience, which is not familiar with theJapanese culture. At the end of the lesson, each group will have agreed on an outline
for their presentation.
Class 3 ― Students work on improving their presentation structure by considering guiding
questions that focus on the message that they want to convey, as well as on whatmeans to use in order to deliver it effectively. This procedure follows the basic
approach to structuring an academic essay and helps the students improve theirpresentation skills and deepen their understanding of how to deliver information in a
persuasive way.
Class 4 ― Students practice their finished English presentations in front of the whole class andreceive final feedback from teachers and other students.

- 63 -

【Students’ Comments】“I became able to replace difficult words with simple expressions. My task for the future is
to become able to make presentations that the listeners find fascinating.”“I gained the skill to give a presentation. My task to work on is to develop my logicalthinking.”“I became able to speak English in front of a lot of people. Although I made mistakes, I
want to use English without minding mistakes.”“I learned how to make a presentation that interests Thai students. This got me to know
the differences between Japan and Thailand. I also learned about Japanese culture andfeatures. While making the presentation I made a lot of mistakes. I felt I have to memorize
English vocabulary and expressions.”“We couldn’t prepare for the presentation well. We couldn’t spend the limited time well andfinish all we had to do. But thanks to the teachers we could think of how to attract theaudience and what we want to tell them.”“I presented Origami in Thailand. It was difficult to convey the Japanese culture in English,
and I had a hard time. However, when it was completed I felt a sense of accomplishment.”“I was able to smoothly present in English. But during the preparation I couldn’t express
my opinions because I am not very rich in ideas. So I have to think about things with a wideview.”- 64 -

【Teachers’ Comments】〇Acquired Skills
Students were systematically encouraged to reflect on and deepen their understanding of Japaneseculture in order to identify representative aspects that can serve as a good introduction of Japaneseculture aimed at a foreign audience. As expected, this did not pose too great a challenge since thestudents could draw on their own interests and preexisting knowledge.
The next step for the students was to structure the introduction of the identified aspects in a
persuasive and engaging manner while keeping in mind what they wanted the audience to takeaway from the presentations. To do so, students had to decide on the message they wanted to convey
and on examples and reasons to support it in a convincing way.
The final steps were to prepare aides such as videos, audio files and power points, to write up thepresentations in English, and finally, to practice in front of the whole class.

〇The Skills Requiring Further Efforts
In contrast to the predominantly low-context cultures of English speaking countries, Japanesesociety is a high-context culture, which means that if crucial contextual information can be inferred,
mentioning detailed facts and in-depth logical reasoning are not seen as important as they would be
in English speaking cultures. Due to this, students often stop short of producing what would be seen
as a convincing argument to an English speaker. Moreover, compared to English, Japanesecommunication tends to be more about subjective impressions that do not need to be explained andjustified in great detail.
For this reason, the crucial skill for students to focus their future practice on is not so much only thecorrect use of grammar and vocabulary, but the ability to grasp things with an English mind, that is,
to grasp things with a clear understanding of the underlying cause and effect relationships as wellas the important contextual factors.

- 65 -

3. 3rd Year Students
Making Graduate Theses by 12th Grade Students【Significance and Aims】
As a compilation of these three-year activities, we have collected our students’ theses on
Scenario Planning and will publish them in book form. These third-year students have beenworking hard as the first students of this new course. However, their activities focused ondelivering a presentation using PowerPoint and they did not put their achievement into writing.
In order to improve the skills to put a lot of data in order, we had our students put theirachievement into tangible form through these activities. It is certain that this will become acornerstone for their future. In addition, it is possible to show one of the goals to their juniors.
【The flow of the classes】① To reflect their presentations delivered in the first International Symposium
We expected them to revise their works they had made for the symposium and to write their
theses based on them. However, some groups were not satisfied with their scenarios and others
found serious flaws in their theories. After all, most of the groups worked on Scenario Planningagain by utilizing the data and materials they had gathered.
② To give instructions for the structure of a thesis
We explained how to write a thesis. Since Scenario Planning is basically done by a group, we
carefully divided the structure into two parts; one for the group thesis and the other for theindividual thesis. Since they are the first students to write the thesis, we showed an example tothem.
③ To write the common part of each group
The basic parts of each thesis are shared with all the members in the group, such as why theychose this topic or how they selected two axes. When they wrote these basic parts, each of themembers was responsible for one smaller section, and then they put every section together tomake the whole common part.
④ To write an individual part
After finishing the common part, each member thought of an issue related to their topic andwrote freely on the issue they chose. However, each group was required to choose at least 4
members to write a scenario of each of the 4 quadrants.
⑤ To compile the theses written by all the groups
We collected all the theses made by each group, including the common part and the individual
part.
⑥ To make abstracts on each thesis in English
One or more students made the abstract of the common part of each group. At the same time,
every member made the abstract of their individual part.

- 66 -

【Comments】
・Since everything was new and both teachers and students had to grope their way, the students’achievements and efforts are certainly worthy of admiration.
・When students wrote their individual part of the theses, we could see the big differences among
them on how hard they worked on the task and how much they understood their topic or Scenario
Planning itself. We need to figure out better ways to let students participate in the activities
more proactively.
・Students realized the importance of evidence, and it has helped them think about how they should
proceed with further study.
・We found that what the students were making was not exactly what we call a thesis. We may as
well call it “a Scenario work”.
・Since they had no model theses they could refer to, they tended to be serious when choosing a topic,
making a discussion and writing their individual part of the thesis. I hope that the second global
course students will have a more flexible way of thinking and make their works unique andinteresting.
- 67 -

Seifu Nankai Senior High School
SGH Project TeamWe first planned to have the 1st International Symposium this year as we entered our thirdyear as a Super Global High School (SGH). However, we were fortunate enough to hold it last year
- one year earlier than planned. For this, our 2nd International Symposium, we have worked
extremely hard to put together the most successful symposium we can and we hope you will enjoy
the fruit of our efforts.
Through a lot of trial and error, and capitalizing on our experience and results from last year,
we have been working towards making this year’s symposium even better. New teachers havejoined our project team, and seventy-three new first year SGH students have joined our ranks. As
such, it is quite natural that some of the aspects of this symposium will reflect the efforts of ourstudents in their second year of study with us.
In addition to the our 2nd International Symposium, Seifu Nankai Gakuen is concurrently
holding the inaugural “Presentation Grand Prix” for our junior high school students. This event is
expected to nurture the presentation skills of our younger students and form a platform for them toenter a more competitive and rapidly changing educational world.
This pamphlet includes as much English translation as possible so thatguests from abroad can enjoy the presentations and contents. We havealso included as many photos of our international guests as possible taken
after they arrived in Japan.
The experience of holding this symposium and the effort put into it will
surely lead to the growth and development of all the students and teachers
involved. We hope that this pamphlet will become testimony to the efforts ofall those who have unselfishly contributed their knowledge and time to thisevent. It would be our greatest pleasure if the lessons learned from ourefforts today became the driving force of an ever-growing global society into
the future.

2017 Schedule◎Thursday, February 22nd, 2018(from November 11 ～ March 31)

Interim Presentation in 2018 at Seifu Nankai.

１．Report on what we have been doing in the latter half of the year as a Super Global High School① Reflection on the International Symposium② Collection of papers for Scenario Planning by 12th grade students③ Scenario Planning done by 11th grade students④ STEP seminars and Global English doneby 10th grade students
２．Summary of all the activities we worked on as a Super Global
High School for the last three years.
３．Introduction of our project after 2018

- 68 -

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- 71 -

Seifu Nankai Jr. & Sr. High School
Tel 072-261-7761
Fax 072-265-1762
http://www.seifunankai.ac.jp/- 72 -