MONTHLY
NEWSLETTER

JULY
2023

MISSION
We educate students in a nurturing community where relationships
and meaningful connections are valued and celebrated. Our students
gain knowledge, communicate effectively, develop exceptional
character, and become responsible citizens of a global society.
We inquire into the world around us through rigorous academic
programs that aim to prepare students for life’s opportunities.

VISIONWe are a school where exceptional personal character and strong
relationships provide opportunities to excel in our areas of interest
and affect change in our local and global communities. We are a

OUR MOTTO
MOTIVATE

school where personal, social, and emotional support help build
global perspectives. We are a school that embraces diversity,
encourages leadership, and respects the values and unifying
traditions of the Marist Brothers.

Learning is a life-long journey

VALUESBELIEVE

EXCELLENCE: Make excellence and quality a part of each day andTogether we can change the world

seek continuous improvement in all that we do.
PARTNERSHIPS: Build sustainable and meaningful partnerships,

INSPIRE
Follow our lead as we pursue our dreams

embrace diversity, and connect with the community.
INNOVATION: Seek innovative and creative approaches toproblem-solving.

SUCCEED
From Japan to the rest of the world

CARE: Be a person of good character who is responsible,
respectful, reflective, and acts to make the world a better place.

MESSAGE FROM THE HEAD OF SCHOOL
Shawn Hutchinson

We hope that our Marist School community members are enjoying the summer vacation period and finding opportunities tospend valuable time with family and loved ones.
The summer period at Marist this year has been full of activity with our three-week summer school program, the continuation of
campus redevelopment work and a full schedule of repairs and maintenance on the campus.
We would like to take this opportunity to thank everyone involved in our Marist Summer School Program. The summer school
program provided students with wonderful enrichment experiences and we look forward to further developing our summer
program in the future.
The campus redevelopment work has continued over the summer months with regular meetings with JLL (Project ManagementTeam), PCKK (Architects) and Naito House (West Building General Contractors). We hope to have the schematic and detailed
design work completed soon so that we can seek feedback from key stakeholders. We have also committed to a repairs andmaintenance schedule over the summer period that has included work on the gym (interior and exterior repairs), music roomand storage area, elementary art classroom, stairs and fence maintenance.

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MESSAGE FROM THE DEPUTY
HEAD OF SCHOOL / HEAD OF UPPER SCHOOL
Derek Lipp

In this month’s newsletter, we look at what it means to learn and the expectations of our faculty, students, and community in theprocess of learning.
With a wealth of information at our fingertips, people can learn at any time about anything. These days students need to
be prepared for a world that is constantly evolving and changing, meaning that a traditional model of education wherestudents sit, listen, and regurgitate information, no longer suffices. At MBIS, we believe that learning is an ongoing processof acquiring knowledge, skills, and understanding. We Motivate each other to make learning a dynamic process between
students, teachers, and parents where we collaborate with each other to solve problems, listen to other perspectives, andengage with the world around us. Learning should go beyond textbooks and lectures, with the most important resources being
the people around us. Learning from each other can be the most powerful form of learning. We Believe that our students will
leave our school with qualities that will help them have a positive impact on the world they live in.
In our learning community, we expect:• Teachers to be role models and continually engage in professional development to keep their practices modern andeffective. Teachers should Inspire our students to push themselves beyond their comfort zones and pursue their passions.
• Students to be engaged and active in their learning and take ownership of what it is they learn. Students should involve
themselves in the various learning opportunities that take place outside the classroom and view these opportunities as
valuable learning experiences in developing a well-rounded person. Our students should be curious and use criticalthinking to evaluate the information that is available to them rather than just accept it at face value.
• Parents and the community to be involved in the learning process. Parents and community organizations play a crucialrole in nurturing lifelong learners. By involving the wider community in the learning process, students can be exposed
to a wider range of experiences helping build attributes such as resilience and adaptability, vital elements of a student
graduating from MBIS.
• Working together we can support our students and your children to develop a love of learning that helps them contributeto a better world and Succeed in any field they choose to pursue.

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MESSAGE FROM THE IBDP COORDINATOR
Gunseli Yuksel

May 2023 International Baccalaureate (IB) results werereleased on July 5.
Upon the completion of the two-year learning journey, it’s
now time to celebrate the IB Diploma Programme results. We
are proud to announce that:• 21 of our 25 students received IB diplomas - the MBIS
pass rate was 84% (the global pass rate was 79.35%).
• 10 of our students were awarded bilingual diplomas.
• In 15 of the 26 IB subjects, our average school grade
was higher than the world average grade.
• The average points obtained by MBIS candidates who
passed the diploma was 31 (the global average DP
score for the May 2023 session was 30.24 points).
We congratulate our students who have had to experience
the IB Diploma Programme amid the challenges of theCovid-19 pandemic; the IB announced that the disruptions toteaching and learning were mitigated during the setting of grade boundaries. It’s important to note that the May 2023 grade
distribution is very close to pre-pandemic grading. The IB has published the following statement on their public website(ibo.org):"In line with other national and international awarding organizations, the profile of grade distribution returned close to prepandemic standards. This return to established distributions of awarded grades is aligned with university expectations and has
been a phased process: results for the May 2022 and November 2022 examination sessions were closer to the results of 2019
than those of 2021."
Now that the grading trends are more similar to pre-pandemic figures, we might expect universities to adjust their admissions
accordingly; however, as adjustments will differ from one university to the other, we recommend that our students contact their
universities.

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MESSAGE FROM THE HEAD OF LOWER SCHOOL
Stephanie Hanamura

Throughout these recent weeks of summer school, I've had the delightful opportunity to observe students engaging with one
another beyond their regular academic standings. We organized three distinct programs that brought together a diverse rangeof students, and it was truly a joy to witness them forming connections and learning collaboratively. From participating in waterplay and exploring STEM concepts to embarking on a culinary journey around the world with three weeks of cooking lessons,the students actively engaged in a variety of educational activities. Additionally, they had the chance to enjoy recreational timeat the Shioya pool and exciting field trips. These past three weeks of learning have been truly marvelous.
As we approach the end of the official school session, we invite you to nurture a continuous learning journey for your childduring the summer. It's a wonderful time to connect with them and explore their summer experiences. Encouraging daily
reading can be a valuable part of their routine, helping to expand their knowledge and imagination.
Here are some ways you can engage with your child, aligned with the principles of our Marist Expectations:1.

Inquirer: Encourage your child's curiosity by asking open-ended questions about their summer activities. Discuss theirinterests, discoveries, and encourage them to explore new topics or hobbies.

2.

Thinker: Engage in critical thinking activities, such as puzzles, brainteasers, or problem-solving games. Encourage yourchild to reflect on their experiences and think about different perspectives.

3.

Communicator: Foster effective communication skills by engaging in meaningful conversations. Discuss books, movies,
or current events together. Encourage your child to express their thoughts and actively listen to their ideas.

4.

Caring: Promote empathy and compassion by involving your child in acts of kindness. Volunteer together or engage inactivities that support a cause they care about. Encourage them to think about the well-being of others.

5.

Risk-taker: Encourage your child to step out of their comfort zone and try new experiences. Plan outings to new places,
encourage them to explore new hobbies, or tackle challenges that require courage and resilience.

6.

Balanced: Help your child maintain a healthy balance between activities. Incorporate physical exercise, outdoor play,
and relaxation into their daily routine. Encourage them to take breaks, practice mindfulness, and appreciate the beauty ofnature.

7.

Reflective: Create opportunities for your child to reflect on their experiences. Encourage them to keep a journal, write
about their summer adventures, or create visual representations of their memories. Discuss their reflections and help
them find meaning in their experiences.

We hope these suggestions inspire you to engage with your child during the summer and create meaningful learning
moments. Wishing you a safe and rejuvenating summer ahead!

Marist Brothers International School | Newsletter

5MESSAGE FROM THE WHOLE SCHOOL COUNSELOR
Taeko Sakurai"Let's Get Ready for the New School Year!"
Summer vacation is almost over! Are you all having a fun break? The new school year will start soon. The new year brings newopportunities and chances to grow. Today, let's talk about how to prepare ourselves mentally and physically for going back toschool.
First of all, it's important to have a regular routine. Summer vacation is a great time to relax, but don't forget to go to bed
early, wake up on time, and get enough sleep. Eating a balanced diet is also important. Try to eat nutritious foods, not justcold snacks all the time. And make sure that you get some exercise too. By sticking to a routine, going back to school will beeasier when the new school year starts.
Getting organized around you is also important for the new year. Is your desk cluttered with materials from projects and old
work? Take a look around your room and tidy up by getting rid of clothes that don't fit anymore or things you don't use. Thisway, the new school year can start with a fresh feeling.
Setting goals for the new year is another important thing to do. Think about what you want to achieve and make a specificplan for it. Write down what you want to do in your studies, sports, and club activities, and how you want to interact with yourclassmates and friends. When making a plan, think about "what, when, by when, how much, and how" you want to do things.
Setting realistic goals and planning with some room for flexibility are the keys to achieving your goals.
If you have any concerns or worries about the new school year, you may consult your family or friends about it. You can also
visit the school counseling room if you need help. In counseling, I will listen to any worries or problems you have and work
together to find solutions.
Let's prepare step by step to make the new school year enjoyable and fantastic!

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MESSAGE FROM THE GUIDANCE COUNSELOR
Hulya Park

How do IB results affect university offers?
The International Baccalaureate (IB) final results can have a significant impact on university offers, as they serve as a decisive
factor in the admissions process for many universities around the world. The IB has global recognition as a rigorous
curriculum. Achieving high IB results shows academic abilities and makes a student’s application more competitive.
Universities typically announce their minimum IB score requirements for specific courses/programs. These requirements are
set based on the previous year’s IB world data. For example, COVID affected the IB requirements greatly. Every year, students
should check carefully for the IB requirements as they might differ based on the university, or even based on the popularity/competitiveness of the programs offered in the same university.
Many universities make a ‘conditional offer’ based on the predicted scores you used when applying. This means your offer isonly confirmed if you achieve the results stated in the offer on your final exams. If you fail to meet the conditions, your offer
may be reconsidered or withdrawn. If a student fails to meet the conditions ‘slightly’, they might still be offered an alternative
pathway, such as a foundation year or a different program within the same institution. When it comes to conditional offers,
universities will look at all applicants on an individual basis.
Universities consider many factors when making admission decisions. However, it is crucial to note that first IB predicted
results, then IB final results, carry significant weight for university admissions. The weight may vary between universities andeven between programs within the same university. It is important to take a careful look into the IB admission criteria of theuniversities and programs you are interested in.

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MESSAGE FROM THE MHS / NHS
Mio Ranni

National Honor Society
After a careful review of students' academic performance during the school year, invitation letters have been sent out toeligible students to fill out the Student Activity Information Form. The form will be used by the NHS faculty council members todetermine the NHS candidates for the upcoming school year.
Marist Brothers Honor Society (MHS)
Even during the summer holiday in July, our MHS/NHS students remain actively involved in contributing to the local
community. As part of their ongoing initiatives, MHS students recently engaged in a potato farming project. In preparation forthe project, students visited a farm in Nishi-ku where they had the opportunity to experience harvesting potatoes and removing
weeds from a sweet potato farm. Despite the rain that interrupted their work, the students were enthusiastic, digging into thesoil with their hands, discovering various bugs, and gathering fresh potatoes. We would like to thank Mr. Pilgrim for providing
us with his farming skills and for supporting our team.
issues.

8Newsletter | Marist Brothers International SchoolPotato Project Update
As mentioned in the June newsletter, Michelle Ranni, a Grade 9 student, has been diligently working on her potato project,intending to donate the harvested potatoes to various organizations and help those in need. In July, she presented her farming
techniques and experiences in growing and harvesting potatoes to the MHS leaders. Her aim was to inspire and expand the
project to involve the entire organization.

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9On July 21st, Michelle visited the Child Chemo House and donated 5 kg of potatoes, further promoting her project andsupporting the families of children undergoing cancer treatment at the facility. She assured them of her continuous supportand engaged in discussions with staff and Mr. Masami Horiuchi, the facility's head, to explore collaboration opportunities
between MHS and the Child Chemo House.

Subsequently, on July 29th, Michelle donated approximately 10 kg of potatoes to a soup kitchen in Sannomiya. She brought
the potatoes to Onohama Park in Chuo-ku, Kobe, where she, along with MHS students and members of the Kobe Union
Church, prepared curry and rice for 120 individuals in need.
For this season, Michelle has successfully harvested a total of 110 kg of potatoes. Approximately half of the harvest has been
donated to the school cafeteria, soup kitchens, a local Kodomo Shokudo, and Child Chemo House. Michelle is committed toplanting more potatoes in September to continue and expand her project's capacity for future donations.
MHS
Also, on July 29th, a group of MHS students collaborated with members of the Kobe Union Church and Rokko Gakuin HighSchool to participate in a soup kitchen event in Sannomiya. The students gathered at Onohama Park in Chuo-ku to prepare
curry and rice for 100 individuals in need. Despite the hot and humid weather, the students enjoyed peeling and cutting
mountains of vegetables and cooking them in a large pot. On this day, a total of 87 people lined up to receive the food.
The students not only enjoyed preparing the meal but also took the opportunity to engage in conversations and connect withthe soup kitchen staff, Rokko Gakuin High School students, and the individuals they served. The MHS would like to express
gratitude to Brother Allen for joining them in this meaningful activity.
Potato Project by Michelle
Subsequently, on July 29th, Michelle donated approximately 10 kg of potatoes to a soup kitchen in Sannomiya. She brought
the potatoes to Onohama Park in Chuo-ku, Kobe, where she, along with MHS students and members of the Kobe Union
Church, prepared curry and rice for 100 individuals in need.
For this season, Michelle has successfully harvested a total of 130 kg of potatoes. Approximately half of the harvest has been
donated to the school cafeteria, soup kitchen, Kodomo Shokudo, and Child Chemo House. Michelle is committed to planting
more potatoes in September to continue and expand her project's capacity for future donations.

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EARLY YEARS SUMMER SCHOOL
Miyuki AsaiThe Early Years Summer School staff would like to thank everyone who supported the program. As we reflect on the Early
Years Summer School program, we are thrilled to share the achievements and growth of our young learners.
During Summer School, our dedicated team of staff worked hard to provide a nurturing and stimulating environment for
Early Years students. The program focused on educating students to respect and support others, enhancing social-emotional
development, and giving students key foundational skills necessary for their educational journey.
Our little learners embarked on adventures, filled with hands-on activities, engaging projects, and exciting field trips. We
aimed to make learning a joyful and interactive experience for our students.
We encourage our students to explore their creativity and express themselves through various activities. From "Circle Time”(singing and dancing), “Show and Tell” ( public speaking), “I Spy” (vocabulary building), “Question and Answer Interviews”(English speaking), Storytime, Crafts, Cooking, P.E games, Pool Activities to Collaborative Free Choice Time that allowed themto develop their fine motor skills, imaginative thinking, and self-expression.
In addition, we went on enriching and exciting field trips to the Science Museum, Animal Kingdom and Kobekko Land to makeconnections between the classroom and the world around them, expanding their knowledge and understanding in a hands-on
manner.
Thank you once again for your continued trust and support. Looking forward to seeing you
next Summer School!

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SUMMER SCHOOL GRADES 1-3

Mrs. Yoon, Mrs. Staack, Mrs. Tempesta, and Mrs. Robson
The Marist Summer School was a tremendous success, and the students couldn't be happier! With the theme "Around theWorld in 14 Days," they embarked on a thrilling journey that took them to different countries and immersed them in diverse
cultures. With Mrs. Staack, Mrs. Yoon, Mrs. Tempesta, and Mrs. Robson, all the students could explore and learn about manydifferent countries including Italy, Korea, China, Mexico, Ukraine, France, Japan, Turkey, Kenya, Netherlands, and Australia.
All of us enjoyed various activities, including cooking, crafts, and writing a book about the whole journey. Not only that, we
also went to the Shioya Country Club swimming pool every Wednesday, and field trips to Animal Kingdom, Kobe Science
Museum, and Rokkosan Farm. It couldn’t be better than this!

Exploring Italy
The Italian-themed day that set thestage for an unforgettable summer. The
students delved into the rich culture
and language of Italy, discovering
fascinating facts about the country
and its world-famous landmarks. They
learned basic Italian greetings, like"grazie" and "ciao," fostering anappreciation for the language and its
global significance. Exploring iconic
sites such as the Colosseum and theleaning tower of Pisa, the students
gained a deeper understanding of
Italian history and culture. And what
better way to connect with Italy than
through its cuisine? They learned the art of making homemade pasta, creating mouthwatering dishes with their own hands. To
cap off the day, they put their creativity to the test by constructing a paper model of the leaning tower of Pisa, marveling at thearchitectural wonder they had created.

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Exploring Korea
The adventure continued on June 21 with a vibrant Korean-themed day. The students were introduced to the energetic cultureof Korea, learning Korean greetings, embracing the catchy rhythms of K-pop, and having a fantastic time playing a Korean
traditional game together in the field! Additionally, we conducted interviews with the parents to learn about their experiencesin Korea and what they did there. The process of interviewing the parents was truly enjoyable, and we shared their stories with
our fellow students in the classroom.

Exploring Mexico
We immersed ourselves in the vibrant culture, language, and cuisine of Mexico. It was astonishing to witness how quickly all
the students picked up Spanish, even teaching their parents at home. This provided a unique opportunity for children to spend
quality time with their parents by teaching them Spanish. Additionally, we divided into four groups and learned how to makedelicious and healthy Nachos using fresh ingredients like lettuce, avocado, and tomatoes. The children had a blast preparing
and tasting this special Mexican dish they made with their friends. We even shared it with others at school to introduce them tothe flavors of Mexican cuisine

In the afternoon, we visited Suma Beach to support our local community. Together, we cleaned up the beach, collecting
garbage. This experience highlighted the impact of waste and litter on the environment and taught us how small actions canmake a big difference. We also enjoyed beach soccer, beach volleyball, and building a magnificent sandcastle. It was awonderful opportunity for the children to reflect on nature and become more aware of environmental issues.

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Exploring Ukraine
We delved into the rich culture of Ukraine, learning about their flag's symbolism, language, Easter celebrations, traditional
clothing, and currency. As a fun challenge, we even tried to write greetings in Ukrainian. Though it wasn't easy, it felt
incredibly special to write in their letters!

During our art class, given the rising temperatures and humidity, the children wanted to create something for their parents.
We came up with the idea of making decorative fans. Each fan was adorned with vibrant colors and filled with love. We hopethese magical fans help parents stay cool throughout the hot summer.

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Exploring France
We discovered the diverse array of breads and cheeses thatoriginated in France. Additionally, we learned about daily life
in France, including the fact that French children don't attend
school on Wednesdays. As we were happily learning newthings at school, we felt fortunate to be there. We explored
the Eiffel Tower and even created artwork depicting ourselveswith the iconic structure. It was a delightful and enjoyable
experience!

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During our Japanese lesson with Mrs. Tempesta, we all wrote
about our desired summer activities in Japanese and crafteda very special Furin (wind chime) to commemorate our time
together. (above)
Later, we headed to the Shioya Country Club for somerefreshing downtime. Many of us improved our swimmingskills and developed a greater comfort in the water. It was anamazing day!

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Art Class and Finishing up our Book Project
Every day, we worked on writing about each country we explored, creating a table of contents, incorporating maps to mark thecountries, adding pictures, and providing additional details for each page. We are nearly finished with our book!
During Japanese class, we learned how to make sorbet as a collaborative team effort. Stirring the mixture together was a greatbonding experience. After freezing it for three hours, we enjoyed the refreshing treat!
For our art class, we invited a special guest, Miru-san, an illustration major from Kyoto. She taught us how to draw portraits,
showing us techniques for drawing facial features, such as dividing the paper, drawing eyes, noses, and mouths, and addingcolor. We sketched portraits of our parents and exchanged them as special summer school memory gifts. It was a wonderfulexperience to observe our friends and draw them with elements that reflected their personal interests. These portraits will becherished keepsakes!

Field Trip to Science World and Book Party. Friday, June 30
Friday marked a day of excitement as we embarked on a field trip to Science World. The students delved into the awe-inspiring
realm of stars and planets, immersing themselves in the wonders of the planetarium. They were captivated by fascinating
stories about the cosmos, gazing at an abundance of mesmerizing stars. Following the planetarium experience, the students
formed groups and explored the museum together, sharing their newfound knowledge and reveling in the company of theirfriends.

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Returning to the school, we celebrated with a book party! Our collective efforts came to fruition as we proudly unveiled ourcompleted book, adorned with a beautiful cover page that encapsulates the knowledge we gained about Italy, Korea, China,
Mexico, Ukraine, France, and Japan over the course of two weeks. Through this immersive journey, our students have become
more open-minded and knowledgeable about the world. Each student shared their book and their favorite memories fromthese two weeks, fostering a sense of camaraderie and celebration.
Mrs. Yoon, Mrs. Staach, Mrs. Tempesta and Mrs. Robson expressed their immense pride in the students, commending theircuriosity and their significant growth in knowledge about the world.

Wishing you a fantastic summer vacation! It has been a privilege to teach them through this enriching Summer School
program. We look forward to seeing your child at the next summer school!

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Newsletter | Marist Brothers International SchoolUPPER SCHOOL SUMMER COURSESSUMMER SCHOOL BODYBUILDING AND STRENGTH TRAINING CLASS
Despite the small class size, the bodybuilding and strength training class was a rewarding
experience for all involved. Students in the class showed a dedication to health and fitness by arriving every day for earlymorning workout sessions with Mr. Deyss. On most days, following a thorough warm-up and stretch session, students trained
a variety of muscle groups using both free-weight techniques and machines. The actual weight training sessions were brief
but intense and Mr. Deyss is proud of the work ethic shown by the participants. To avoid overtraining and help with recovery,
one session a week focussed on extended stretching using only isometric holds to encourage blood flow and recuperation. A
classroom seminar followed each workout session with a focus on diet and nutrition for a healthy lifestyle and muscle growth.
Communication and Leadership Skills For MUN and Life Summer School Class
Five Marist students successfully participated in a communication and leadership class run by Mr. Deyss during Summer
School. Over the course of three weeks, students learned and practiced techniques to improve a variety of communication
skills with a focus on public speaking; specifically, dealing with anxiety and sounding natural when speaking before others.
One of the most valuable communication skills students were introduced to and had the opportunity to practice during thecourse was active listening. Other communication skills that students focused on included the power of body language andproper email writing. In addition to developing communication skills, students learned about leadership. Specifically, thedifference between true leadership and the simple exercise of power with thoughtful discussion focused on the former.
Bilingual Service Learning Course (Mio Ranni)
Our dedicated group of 19 students from Grade 7 to Grade 10 has embarked on an inspiring journey to learn about global
issues and take action to combat them through service and partnership with our local community.
During the first two weeks of the program, students were immersed in a range of thought-provoking activities both inside theclassroom and out in the field. Through engaging classroom discussions, eye-opening field trips, and hands-on experiences,
our students explored various Sustainable Development Goals (SDGs) and gained a deeper understanding of the challenges
our world faces today.
In the classroom, on Day 1, students were introduced to the SDGs and passionately presented their chosen SDGs, sharing
their ideas on how they would contribute to addressing these pressing global issues. From that moment, their journey towards
becoming agents of change had begun.
Throughout the second week, our students embarked on insightful field trips that allowed them to witness real-world efforts
toward achieving the SDGs. They harvested potatoes on an organic farm to learn about sustainable land practices (SDG 15 Life on Land) and visited Glicopia, a local snack factory, to witness responsible consumption and production in action (SDG 12- Responsible Consumption and Production).
They also dedicated a day to the conservation of Suma Beach, where they not only cleaned up the shoreline but also
repurposed collected microplastics to create accessories, spreading awareness about the impact of plastic pollution on life
below water (SDG 14 - Life Below Water). These experiences have ignited a fire within our students, empowering them tomake a difference in their own lives and the lives of others.
And in the third and final week of our summer school, our students have taken up the challenge of designing andimplementing their own personal projects. Guided by the principles of the IB DP CAS (Creativity, Activity, Service)framework, they are investigating, preparing, taking action, reflecting, and ultimately demonstrating their projects. Their final
demonstration comes in the form of this very newsletter article, which they have collectively written to showcase their passion,
dedication, and the impact they have made.
In the following pages, you will find detailed accounts of their personal projects, as they chose one specific SDG andorganized a community service initiative aligned with that goal. We invite you to join us in celebrating their achievements andrecognizing the power of our students' voices as they strive to create positive change within our local community.

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Week-1 & 2 Achievements: In-class activities and field trips to learn about SDGs
SDG 1: No Poverty - Mr. Randy Bolig from the NPO Family and Friends Project shared insights on supporting children inslum areas in Nepal, highlighting the importance of addressing poverty-related SDGs.

SDG 2: Zero Hunger - Students visited Food Bank Kansai in Higashinada, understanding the significance of addressing SDGs
related to hunger and food security.

SDG 4: Quality Education - Students were introduced to the SDGs and individually presented about their chosen SDGs andhow they would like to combat them.

SDG 10: Reduced Inequalities - Mr. Jin Marui from the LGBTQ-supporting organization called RISE spoke about thesignificance of SDGs related to reducing inequalities.

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Newsletter | Marist Brothers International SchoolSDG 12: Responsible Consumption and Production - Students visited Glicopia, a snack factory in Nishi-ku, to learn about
the company's efforts towards responsible consumption and production.

SDG 13: Climate Action - Students engaged in forest conservation work in the Shioya area of Rokko Mountain, taking action
towards SDGs related to climate change.

SDG 14: Life Below Water - Students cleaned up Suma Beach and used collected microplastics to create accessories, raisingawareness about the importance of SDGs related to oceans and marine life.

SDG 15: Life on Land - Students went to the farm in Nishi-ku to harvest potatoes, learning about organic farming practices
and SDGs related to land conservation.

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SDG 17: Partnership for the Goals - The Japan Red Cross Society was invited to teach disaster management skills,
emphasizing the importance of collaborative efforts towards achieving the SDGs.

Week-3 Achievements: Students’ Personal Project
Team Spirit Day Project by Fumi Asakura, Haruhi Hayashi, Teppei Kochi, Anna Ishii, Shion Hayashi, Amelie Abe
Do you like to have a blast? Well, we have developed a group to make a “Team Spirit Day” possible. We wanted to giveeveryone in this summer school program to boost our spirits, have fun, and make an abundance of memories. On the eventday, we played borrowing relay, hide and seek within the school, water relay, and even trivia dunk. We also prepared shaved
ice and pizza for everyone since it was a hot day. The SDG we worked on was “#3 Good health and Well-being”. We hopethat everyone will be healthy both physically and mentally by accomplishing exciting tasks. We were able to learn many thingsfrom this project, such as the significance of cooperating in groups and taking part in activities. We sometimes had to expect
the unexpected since there might be ones who fool around and ignore the rules and procedures. And to overcome it, wedeveloped a detailed risk assessment and clear rules which would keep everyone safe and secure. Organizing an event is
not easy as everyone says, it takes courage and leadership. Despite the challenges we faced, we made an amazing effort tomake this day achievable. Our group learned that collaborating is the most significant piece when trying to achieve a goal withothers. We would like to thank Mr.Hutchinson, staff, and teachers for supporting our event.
みなさん、お疲れさまでした！私たちは生徒のみなさんのために「チーム・スピリット・デイ」を企画しました。ス
ピリットデイは、サマースクールの最終日に、団結力を高めたり、楽しい思い出作りを提供するために開催しました。借り物競争や、学校内かくれんぼ、水リレーなどのアクティビティーのほか、かき氷やピザなども用意して暑い
中でも涼みながら楽しい1日を過ごせるように考えました。私達はSDGsの３番「すべての人に健康と福祉を」を目標に掲げました。楽しいイベントを提供することで、クラスメートのみなさんが少しでも心身ともに健康になってくれ
ると良いなと思います。グループみんなで校長先生に許可をもらうためのミーティングをしたり、様々な先生達にメールを送ったり、大変なこともたくさんありました。その結果、みんなで楽しい思い出を作れたので、頑張ってこの企画に取り組んでよかったです。このような大きな目標を一人で達成するのは難しいですが、みんなで協力して取り組むととてもいいものが作るれるということを学ぶ事ができました。この企画を実現するために温かいサポートをして下さった、ハッチンソン校長先生、先生方、スタッフの方々に心から感謝します。

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Clean Water Project by Tylar White and Shione Inui
What is the most important thing when it comes to survival? Food? Your phone? The most important thing to survive is water.
For this project, we demonstrated how to make a water filter. This contributes to the #6 SDG which is “Clean Water andSanitation” We decided to do this project to teach people how to be able to make clean water in an unpredictable situation.
When an emergency happens we will be able to use our knowledge about water filters to turn undrinkable water into safe
water. We recycled used-up pet bottles to use for the base of our water filter. We collected and used cotton, rocks, sand, andcoal as the inside of our water filter. As we cleaned the water in the filter multiple times the water became clearer and clearer.
Although this time we didn't boil the water, when an emergency happens after we use the water filter, we need to boil thewater. This is because heating the water causes the bacteria to die. When all processes are done, the water should be clean
to drink. Through this project, we learned that teaching interesting and clearly is a hard task. But this experience was very new
and made us feel accomplished. We will use these communication and teaching skills from now on for our next project.
生きるためには、何が必要でしょうか。食べ物でしょうか。それとも、携帯？一番大切なものは、やはり「水」です。私たちのグループは、災害時などに身近なもので手作りできる「ペットボトル浄水器」の作り方をクラスメートに指導するプロジェクトを実施しました。このプロジェクトはSDGsの６番「安全な水とトイレを世界中に」に挑戦するために実践してみました。災害時には断水するかもしれませんが、安全な水を確保し、飲み水を作ることで、自分だけでなく、周りの人を助けることができるかもしれません。この浄水器は、ペットボトルに、綿、砂、炭、小石を詰めた仕組みで、その上から水を流します。何度もろ過を繰り返すことで、水がキレイになっていく様子が観察できました。今回は教室の中だったのでしませんでしたが、飲み水にするには、殺菌するために火で沸騰させなければいけません。災害時に火がある場合は、沸騰させてから飲むことをお勧めします。このプロジェクトを通じて、わかりやすく説明し、楽しく伝えることの難しさを感じる一方で、様々な工夫を重ねた結果、それができた時の達成感も感じることができました。新たに学んだコミュニケーションの技術を、学校が始まってからのプレゼンテーション課
題などに生かしたいと思います。

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Energy Conservation Project - Avraham Grummer
From teenage girls refusing to go to school, to famous influencers planting
millions of trees, climate change has caused its fair share of headlines. It'sa global problem that has gained unprecedented attention in the public
eye and is now impossible to ignore. Many people list reasons for it,
cutting down trees, burning fossil fuels, or even farming livestock. But a
major cause often put on hold is the overconsumption and production ofelectricity. Which is why I chose to do a project raising awareness for it.
This contributes to SDG#7 “Affordable and Clean Energy” and SDG#13“Climate Action”. I decided to do this project because I thought it would bea great opportunity to educate others about the urgent need for sustainable
practices, inspire action, and contribute to creating a more environmentallyconscious society. I also decided I wanted to make a video since I didn’t
have much experience making them let alone by myself so I saw it as a newchallenge and decided on making a video and putting it on a poster. A
rather large challenge I faced due to being alone was the issue of managing
my own time since I had no one but myself to make and follow a schedule.
But since being alone I was able to be very flexible in what I did and I
think I did a rather good job managing it. Through this project, I learned
that time management, recording, and editing are nowhere as easy as it
looks and they are a long and steady process. But this experience was very
new and made me feel very accomplished once done. I will use these new
management skills from now on to try to be a more dependable groupmember in group projects going forward.
10代の少女たちが環境問題の遅れを理由に登校をボイコットしたり、有名なインフルエンサーが何百万本もの木を植えたりするなど、地球温暖化はこれまで多くのメディアの見出しを飾ってきました。世界的な問題として、かつてないほど世間の注目を集め、今や無視できないものとなっています。その理由には、樹木の伐採、化石燃料の燃焼、あるいは家畜の飼育などが挙げられます。そして、このような大きな問題の陰で忘れられている問題は、「電力の過剰
消費と生産」です。私は、この問題に対する意識を高めるプロジェクトとして、動画制作を選びました。このプロジ
ェクトは、SDGs7番「エネルギーをみんなにそしてクリーンに」とSDGs13番「気候変動に具体的な対策を」の達成を目標にしました。持続可能な実践が必要であることを多くの人に伝え、行動を喚起し、より環境に配慮した社会づくりに貢献する絶好の機会になると考えたからです。また、自分ひとりで動画を製作した経験もありませんでしたので、新しい挑戦として動画編集の技術を学び、また完成した動画を紹介するポスターも制作することに決めました。
スケジュールを立て、その計画通りに進めていく事が大変でした。ですが、一人であったからこそ柔軟に行動することができたましたし、うまく時間管理するスキルも学べたと思います。また、時間管理だけでなく、録音や編集は見た目ほど簡単ではなく長く地道な作業だということを学ぶことができました。終わってみると、大きな達成感を得ることができました。これから、これらの学んだことを、これからの学校生活に活かしていきたいと思います。
Renewable Energy Promotion Project - Toma Deyss
Do you know when electricity was created? Before Thomas Alva Edison invented it, there was no such thing as electricity inthe world. Thanks to Edison's invention of the incandescent light bulb, we can now use electricity easily and conveniently.
Electricity has evolved into electric power and has become an essential part of our everyday lives, supporting society.
However, using batteries and light bulbs for a long time can have a negative impact on the environment.
That's why I focused on something called "renewable energy" and conducted a project to create posters that showcase theefforts of companies making significant contributions to its research and development. This project aligns with three of theSDGs #7 “Affordable and Clean Energy”, #11 “Sustainable Cities and Communities”, and #13 “Climate Action”. I highlighted
two companies, JR West and Amazon, and their initiatives. JR West is using hydrogen to power trains and implementing fuelcells in buses and trucks to reduce the use of gasoline. Amazon has a company-wide project aiming to use renewable energy
to meet all their electricity needs in the future. I created posters explaining these eco-friendly initiatives in a simple and easy-tounderstand way and presented them to my classmates.
電気がいつ作られたのか、知っていますか？トーマス・アルバ・エジソンが開発するまでは、この世に電気は存在しませんでした。エジソンにより、白熱電球が発明され、手軽で便利に電気を使うことができるようになりました。電気は電力へと進化していき、今では当たり前にある生活必需品になり、社会を支え続けています。ただ、電池や電球を使い続けていくと、環境への悪影響につながります。そこで、私は「再生可能エネルギー」というものに注目し、

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Newsletter | Marist Brothers International Schoolその研究や開発において大きな貢献をしている企業の取り組みを紹介するポスターを制作するプロジェクトを行いました。このプロジェクトは、SDGsの7番、11番、13番にあたります。JR西日本とAmazonという２つの企業に注目し、水素を使って電車を走らせたり、バスやトラックなどにガソリンを使わず燃料電池を使用したり、蓄電池を使用し将来的に全電力を再生可能エネルギーで賄うことを目標にした企業内プロジェクトなど、地球にやさしい取り組み
についてわかりやすく説明したポスターを制作し、クラスメートに紹介しました。

Welcoming New Students Project - Suzu Ishikawa and Miyu MiuraAs you walk through the doors of a new classroom, how would you feel? Scared? Nervous? Excited?I bet that you will be
excited but you will also feel really anxious. That is why we made a welcome poster for the new students. Our project iscalled the “Welcome Poster Project”. We made this project to welcome new students so that they would feel less nervous.
Since these students are coming to an environment they’re not familiar with, we thought it was important to make them feel
welcome. This project is associated with SDG goal, #3 “Good Health and Well-Being”. When students come to a new school,
it is very likely that they will be nervous and not be able to talk to anyone. But if other students welcome them and talk or justsay “Good morning” to the new student, they might start becoming more comfortable and confident. They might be able tocome to school without being nervous. Something we learned by making this poster was time management and how to format
well. Before we made this poster, we separated the tasks into signs, writing, and photos so that we would have something
to do each day. But although we did this, we were still hurrying to finish the poster on Wednesday. I think that we spent too
much time on the “Welcome to Marist” title sign so next time, I think we should plan and prepare more carefully so we know
the detailed timeline of the creation process. This skill can be used in the future when I do homework or have a test to study
for. Also, it was kind of hard to format the poster since if we decorated too less, it would look empty and too simple but if we
decorated too much, it would look too messy and crowded. I can use this skill for future classes when we have presentations or
have to make posters. If we format it well, the peers will be able to understand and read it better/easily.
新しい学校に転校して初めて教室のドアまで歩く時、どんな気持ちがするでしょうか。緊張？恐怖？それともワクワ
ク？きっと、誰でもとても緊張しますよね。私たちのグループは、来年度マリストに入学する新入生をポスターで励ましたいという思いから「ウェルカム・ポスター・プロジェクト」に取り組みました。この、ポスターを作ることによって、マリストに全く友達がいなくて心細い思いをしている新入生たちが少しでも、気楽に学校生活を送れるよ
うにしたいと思っています。楽しく学校に通う事はとても大切なことです。SDGs＃４は「すべての人に健康と福祉を」とうたっています。新入生が一日で打ち解けて友達を作るのは難しいかもしれませんが、きっと時間をかけて仲良くなることができます。そうなるためには、私達の努力も必要です。積極的に新入生に「おはよう」と声をかける
ことによって、新入生はきっと気分が楽になります。そして、新入生を全力でお手伝いしたいと思い、このポスター制作を行いました。今回ポスターを制作する過程で学んだことは、時間をきちんと管理すること、そして、伝えたいことを読み手に十分に理解してもらう工夫をすることです。時間を大切に使うことで、順序よくポスターを作ることができます。そして、読みやすくしなければ結局、誰も理解ができなくなって、作った意味がないからです。これらの学んだことは、来年度学校が始まってから、プレゼンテーションやポスターを作る際に思い出して努力していきた
いと思います。

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Health and Fitness during Summer Project by Kaito Osawa, Yuta Ueki, Koki Taniguchi, and Dan Joyce
It can be challenging to maintain fitness during the scorching heat of summer when it's tempting to lounge on the sofa with
the AC on. That's why we created this video to help people stay fit during the summer, especially those who don't go outsideoften or have limited time. The video provides tutorials on various ways to stay fit in the summer. This project aligns with SDG#3, which focuses on "Good Health and Wellbeing." It is relevant because it teaches students how to prioritize their health.
Our video promotes well-being for students facing different challenges, aiming to ensure healthy lives for all. These skills are
crucial in life as you need to take care of yourself. Exercising is important for maintaining both mental and physical health.
Unfortunately, fewer and fewer people prioritize exercise, so we believe it is essential to provide this education to students.
Throughout this project, we learned that filming can be difficult, requiring multiple takes and extensive preparation. Moreover,maintaining focus was crucial, and it was challenging to sustain it throughout the project.
暑い夏に健康を維持するのは大変です。ずっとエアコンの効いた部屋のソファでくつろいでいたくもなりますが、そうすると心身の健康を保つことも難しくなります。そこで、私たちは、夏休みの間に健康を保つためのさまざまな方法を紹介する動画を作成しました。外にあまり出ない人や、旅行などで忙しい人たちに、夏でも、そしてどんな場所にいてもできるワークアウト法などを提供しようと思いました。私たちのグループは、このプロジェクトを通じて、SDGsの3番「すべての人に健康と福祉を」に貢献しようと考えました。夏休み中もどんな状況でも、自分自身を大事にケアしていくという気持ちと生活習慣を続けることは重要ですが、なかなかそれをできる人は少ないでしょう。ですから、同世代のクラスメートたちにこの動画を提供することには大きな意味があると思います。このプロジ
ェクトを通じて、クオリティーの高い動画を制作するための撮影は難しいことを学びました。何度も撮り直しを重ねる必要があり、そのための時間と準備も必要でした。さらに、グループでプロジェクトに取り組む中で全員が集中して目標を達成していくことが重要ですが、それを維持するのは難しいのだと学ぶことができました。

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“Where are the SDGs?” Art Project by Tomoko Senda(article written by the course instructor)
Tomoko has created an artwork that expresses the concept ofsustainability, aiming to strike a balance between industrial
development and the protection of nature. The artwork, createdusing a black ink pen, depicts a whale floating above a bustlingcity. Within the whale, various SDG symbols are cleverly hidden.
The audience can both appreciate the artwork's aesthetic appeal
and search for these hidden SDG logos, thereby becoming morefamiliar with the UN Sustainable Development Goals and theirsignificance.
８年生のTomokoさんは、「産業の発展と自然の保護のバランスがとれた持続可能な世界」を表現したアート作品を制作しました。この作品は黒いインクペンのみで描かれたもので、大都市の上に浮かぶクジラが描かれています。ク
ジラの体の部分にはさまざまなSDGsのシンボルが巧みに隠されています。この作品を見る人たちは、この美しいぺ
ん画を楽しむだけでなく、クジラの中に隠されたSDGsのロゴを探し、国連の持続可能な開発目標とその意義について理解を深めることができます。
Quality Education Project by Kousei Tei (article written by the course instructor)
Kousei has undertaken a project to organize an award ceremony, honoring students who have excelled in the four pillars of
the bilingual service-learning summer school course: scholarship, leadership, character, and service. With a focus on SDG#4, "Quality Education," Kousei recognizes the importance of positive reinforcement in students' learning journey and making
education meaningful. Taking on various responsibilities, Kousei prepared the script and speech for the ceremony, printed out
the awards, and set up the venue to ensure all students can comfortably enjoy the celebratory moment.
１０年生のKouseiさんは、バイリンガルサービスラーニングコースで優れた成績を収めた生徒を発表するための表彰式を企画しました。このプロジェクトは、コースの４つの目標である、スカラシップ（向学心）、リーダーシップ（
リーダーとしての資質）、キャラクター（人格の向上）、サービス（奉仕）の４項目において優れた成果を上げた生徒たちの功績を称えるために開催することにしました。これは、SDGsの4番「質の高い教育をみんなに」に焦点を当てており、表彰式で生徒たちが達成したことを共有したり、ポジティブなフィードバックを与えることで、学ぶことへのモチベーションを高め、質の高い教育につなげたいという思いで展開しました。表彰式を企画し、台本やスピーチを準備し、賞状を印刷し、会場の設営を行い、式に参加したすべての生徒が、このコースで学んだことや達成したことをポジティブに振り返る機会を提供することができました。

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STAFFING UPDATESOver the summer period, Rachel Wang informed the school that she would not return for the 2023-2024 academic year.
Although a very late hiring process, we have been very fortunate to appoint Malcolm Drew. Most of Malcolm’s teaching has
been in the International Baccalaureate (IB) middle years and diploma programmes. He currently leads workshops for the IB,
and is an IB examiner. His school roles have included head of department and Diploma Programme coordinator.
We have been extremely fortunate to have had Mio Ranni lead and develop the Japanese Department over many years andshe has successfully managed a full load of teaching, coordinated the CAS programme and moderated the NHS/MHS at thesame time. With the continued growth and development of the service program and increasing NHS/MHS opportunities, Mio
has decided to step down from her Head of Japanese role and focus on service learning across the school, her teaching andmoderation of the largest student organization at Marist. With big shoes to fill, Saki Fontczak Otomi will be taking over the
Head of Japanese role in 2023-2024 as well as teaching Japanese Acquisition and Language and Literature classes.
Miho Tempester will be taking on a new role in 2023-2024 with 50% of her time dedicated to an Administrative Assistant roleand 50% of her time dedicated to supporting Grade 3. We welcome Mari Hoshiyama to Marist as a Japanese Teacher. Mari
has previously worked as an IB PYP Japanese Teacher at Kansai International Academy.
We are delighted to announce that Masa Hanamura has been appointed as the Operations Manager for 2023-2024 and willoversee property, transport, technology, cafeteria and security. Prior to working at Marist as a substitute teacher, Masa worked
at the British School in Tokyo as their Facilities Officer at the Showa campus. With a Master of Business Administration, aBachelor of Arts in International Area Studies and a teaching qualification, Masa brings knowledge and experience to managea range of operational responsibilities.
As previously announced, we welcome Jay Inman (Physics and Science), Miki Kobayashi (Admissions, Marketing andCommunications Executive), Amanda McWilliams (Kindergarten), and Anthony Tay (Whole School Music) to Marist.
New Leader for the Japanese Department
We are delighted to announce the appointment of Ms Saki Frontczak Otomi as the
new Head of Japanese. After graduating from university in Japan, she moved to
Melbourne, Australia, and studies a Graduate Diploma in Education (Languages
Other than English) at La Trobe University in Melbourne. She then worked at
Parade College (Secondary Boys Catholic School) for 8 years and taught LOTE
Japanese from years 7 to 12. She successfully increased the number of students
taking Japanese and developed the language department. During her time at Parade
College, she also coordinated the sister school program with Takada High Schoolin Mie prefecture in Japan. Every two years, she led a group of students to Japan forthe 2 weeks exchange program.

Experienced IB Educator Joins Our TeamMr. Malcolm Drew began his teaching career in his home province of New
Brunswick in eastern Canada before moving abroad to Asia where he has taught
for more than fifteen years, four of which have been in Japan. During a seven year
stay in Hong Kong, Malcolm completed his Master of Science degree in Information
Technology in Education. The degree supplemented the Bachelor of Science andBachelor of Education degrees he completed at the University of New Brunswick.
Most of Malcolm’s teaching has been in the International Baccalaureate (IB) middle
years and diploma programmes. He currently leads workshops for the IB, is an
IB examiner, and is qualified as a site-visit-team-member which is a role where IB
educators visit schools under authorization or evaluation to help them develop theirprogrammes. His school roles have included head of department and Diploma
Programme coordinator.
Malcolm is overjoyed to be joining Marist as a science and biology teacher. His wife is an Osaka City native and they have ayoung son named Kei of kindergarten age. The family feels at home in Kansai and are looking forward to enjoying the culture
and environment together once again. Malcolm is excited to add his contribution to the wonderful Marist community.

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School Photographer Capturing Magical Moments (above)

IT Professional Joins Our Team (above)

We are pleased to announce that Ms Yuka Moon will be
providing photographic services throughout the 20232024 academic year. After graduating from Kansai Gaidai
University, Yuka studied black and white photo development,
film, and digital photography at the Visual Arts College of
Photography. While working at a major photo studio, she has
also worked as a school photographer for dozens of projects
a year. Now as a freelance photographer, she handles a wide
range of newborn photos and location shoots.

We are pleased to announce that Vaishali Chudgar has
been appointed as an IT Technician to support all areas oftechnology across the school with a special focus on techintegration and end user experience. She is a Computer
Engineer and an IBM certified professional in IT Networking
as well as experienced in the teaching field of Computer
Software languages.

New Japanese Teacher with PYP Experience (left)
We are pleased to welcome Mari Hoshiyama to our Japanese
Department in 2023-2024. Mari comes to us with seven years
of PYP experience and has had the opportunity to work withstudents through the PYP Exhibition. As a language education
enthusiast, Mari believes "language," which we use in
our daily lives, is not only necessary for communicating
our thoughts, but is also deeply related to understanding
concepts, logical thinking skills, and knowing who we are.
She says that language is the very humanity of those who use
it. By learning languages, we can learn about other cultures.

New Team to Manage Medical Clinic
Yuka Nishida will be joining Marist from 18 September and brings a wealth of knowledge and experience having spent over a
decade working as a public health nurse, qualified midwife and certified medical officer.
Yoko Asami will work as a full time nurse until the end of September and will then return to her part time role supporting ourafter school activities and sports programs by providing first aid and medical support.
Jazz Ensemble Coordinator Appointment
Ryo Hatekayama will be joining Marist in 2023-2024 to further develop our music program and coordinate the jazz ensemble
activities. As a graduate of Marist, he has also studied music at the Koyo Conservatory and Berklee College of Music.

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MARIST SUPPORTERS
The MBIS community has a long tradition of giving. Every year, through events such as Marist Cafe, students, parents, faculty, and friends, cometogether to raise funds for those in need in Japan and around the world. Our school has also greatly benefited from the generous support of others.
It was that support that enabled us to grow and, after the 1995 earthquake, rebuild. We are forever grateful for these generous contributions offunds, resources, and time. As a non-profit educational institution, every donation is reinvested into the growth of our students.
The gift of your time can be even more valuable than financial support. MBIS celebrates extensive volunteer involvement of its parents in the schoolcommunity. Their time, talent, energy, and enthusiasm bring vibrancy to every event, whether for a class outing, a holiday festivity, a library task,
coaching, or fundraising on behalf of the school. We also encourage parents to become actively involved in our Parent-Teacher Association (PTA),
or perhaps consider applying for a role on the Board of Trustees.
Please contact the Head of School, Mr. Shawn Hutchinson (hutchinsons@marist.ac.jp) if you are interested in volunteering at MBIS.
When you make an outright cash donation to MBIS, your contribution can be put to work immediately – either providing funding for current
programs or creating a reliable source of future income by expanding the school’s endowment. You are welcome to give a restricted donation(towards a specific resource or fundraising campaign) or an unrestricted donation (allowing the school to use the funds where they are most neededat the time).
Cash gifts are the simplest and easiest gifts you can make. Visit our website for more information.

MARIST PROUDLY SUPPORTED BY

ACCREDITATION AND AUTHORISATION

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UPCOMING EVENTS
August 2023
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Tuesday, 8 August - New Faculty and Staff Induction Starts
Thursday, 10 August - New Faculty and Staff Induction Ends
Friday, 11 August - School Closed
Monday, 14 August - School Closed
Tuesday, 15 August - New and Returning Faculty and Staff Orientation Starts
Friday, 18 August - New and Returning Faculty and Staff Orientation Ends & New Student and Family Orientation
Monday, 21 August - First Day of Quarter 1
Friday, 25 August - DP Retreat & PTA Meeting
Saturday, 26 August - PTA Welcome BBQ
Tuesday, 29 August - Meet the Teacher

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プログラミングの世界に⾶び込んで、みんなで創造⼒を試してみよう︕
体験型イベント

Think BIG ! アマゾン社員とわくわく♬ 理⼯チャレンジ 2023
エリーさんは、将来優秀な技術者になることを夢⾒ています。
科学館やYouTubeでロボットやゲームの事を学ぶのが⼤好きで、⼤⼈になったら世界中の⼦供たちが⾃分の作ったロボットやゲームで遊んでんでもらいたいと思っています。
エリーさんと⼀緒に、Raspberry pi とScratchを使ってプログラミングの世界に⾶び込み、LEDやセンサーを操作してみよう︕
開催⽇時
第1回: 8⽉18⽇(⾦) 10:00 - 12:00
第2回: 8⽉18⽇(⾦) 14:00 - 16:00
第3回: 8⽉21⽇(⽉) 10:00 - 12:00
第4回: 8⽉21⽇(⽉) 14:00 - 16:00
第5回: 8⽉22⽇(⽕) 10:00 - 12:00
第6回: 8⽉22⽇(⽕) 14:00 - 16:00
開催場所
⼤阪府⼤阪市北区（詳細な住所は申し込み後にご連絡いたします）
参加条件
対象年齢: ⼩学校⾼学年から中学⽣程度（性別問わず参加可）
お⼦さまのみでの参加はできません。保護者・教職員の⽅の同伴が必要となります。
個⼈情報の⼊⼒が必要となるため、必ず保護者・教職員の⽅による参加登録をお願いいたします。

注意事項
体調不良が発⽣した場合はその時の様態によりご帰宅いただくか、緊急の場合は救急⾞を呼ぶ対応を取らせていただきます。
怪我や事故などがあった場合は、その保護者の責任となり、開催者にて責任を負いかねます旨ご了承ください。

参加登録

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