JapanP R O D U C E D

focus

in

SPRING TERMTERM 2002B Y

J A P A N

F E S T I V A L

E D U C A T I O N

T R U S T

C O N T E N T S
How to spend your gap year inJapan ................................................2–3
Book review:
We Go To School In Japan ..............3
The World Cup 2002:
The Way We Are (UK)a stimulus for teaching andThree of the photos thatwon First Prize for 18 year
old Charlotte Liddle from
Queen Elizabeth’s 6th Form
College, Darlington.

learning ............................................4-5
World Cup 2002:

Charly was in London on
28 February to receive her
prize of two return BA
flights to Japan, £400
spending money and a trip
to the Barakura English
Garden in Nagano.

materials for primary teachers .6-7
Anything’s possible!
School link report ..............................8

See back page for full
results.

New photo resources:
bid for a set for your school! .........9
Noticeboard ................................10-11
The Way We Are:
UK competition results ..................12

Japan Festival Education Trust
Swire House
59 Buckingham Gate
London SW1E 6AJ
Tel: 020 7630 8696
Fax: 020 7931 8453
E-mail: jfet@jfet.org.uk
Website: www.jfet.org.uk

I

t’s 2002 and Japan 2001 is almost over.

students a real insight into what life in

Don’t miss out on the many events still

Japan is like today. If you think your school

taking place though: see pages 10 - 11

could use a set, see page 9 for details offor details.

how to apply for one.

And there’s no need to forget about

If you have ever thought about setting up

Japan, after all the World Cup Finals ina link with a school in Japan, the report on

Japan and Korea kick off in June. Why not

page 8 will give you inspiration. Over two

use this terrific chance to inspire youryears, this link grew from a poster andstudents? See pages 4 - 5 for materials

picture exchange to a trip to Japan for the

written by a secondary head of geography,

British school - and they’re still talking!

developed from ideas collected at the

Don’t miss the results of The Way We Are

workshop in York in November. For primary

photo competition on the back page. Prizes

teachers, pages 6 - 7 carry activities aimed

were awarded at a ceremony in London onat years 5-6.

28 February.

New resources: JFET has a number of sets

Teachers workshops: so far two dates areof some new photo resources to give tofixed for the coming months - if you teachschools. Based on the lives of sevenin the Nottinghamshire or Gloucestershire

Japanese teenagers, the 192 photo sheets,

areas see page 11. More dates will be fixed

text booklet and CD ROM will give your- watch the website for details.

SPEND YOUR GAP YEAR IN JAPAN

how to spend your gap year
in JapanIf any of your students is interested in spending time in Japan, there are a number of options. Listed below are themain organisations who run progammes, with contact details and first hand information about what the experiencecan be like. And if YOU fancy a trip, don’t miss the details for the Japan Foundation Secondary Teachers Study Tour!

Project Trustnever seen a city as transformed as Tokyo

the drums and the flutes from late

Project Trust offers English language
teaching placements for 1 year.
Below is an account from one oflast year’s participants.

was during the few weeks of the blossom

afternoon until around 8.30pm.

season. For a short time the concrete of the

School has now started after the summer

city seemed to vanish behind the flowers.

break so I have been very busy. I am

For me Japan exceeded all myparticularly fond of the calligraphy tutorials

expectations. Every day there wasand of the tea ceremony club after school.

Thinking again about my year in Japansomething new and wonderful to do or see

Japanese language and Japanese classics

brings back so many brilliant memories but

and even after a year I feel as if I have only

lessons are also proving to be a success. I

they are so hard to put down in only a few

scratched the surface of Japanese culture. I

have been learning so much - the teachers

words. During that time, Tokyo became myam immensely grateful to Project Trust forand pupils are all incredibly kind.

home, with its sprawling concrete skyline

the opportunity given to me and to all theOutside school I have joined an aikido

and flashing neon signs. My flat was only apeople who became so special over the year.

class - the exercises are very tough, but thetrain ride from the crowded busy centres of

I will definitely be back.

more I do them, the more I enjoy them. The
Japanese are very good at sports - I feel so

Shinjuku and Shibuya, where I enjoyed themost exciting and exotic shopping in my life.
I was incredibly busy during the week
teaching English conversation at a highschool and evening classes. The children
had for the most part only been taught

For further information, contact:
Project Trust, The Hebridean Centre,
Ballyhough, Isle of Coll PA78 6TE,
Tel: 01879 230444 Fax: 01879
230357 www.projecttrust.org.uk

embarrassed by myself!

Encounter Japan

Further details from Lorrainne
Holliday, Youth For Understanding UK.
Tel: 0141 812 5561 or email:yfu@holliday123.freeserve.co.uk
Application deadline August 2002

Adapting to a competely different culture
was hard at first. There have been toughtimes but this is a wonderful experiencethat I will treasure for the rest of my life.

grammar and I was there as a balance totheir education. The students were really
lively and on the whole enthusiastic.
Despite my busy week, I was still able tofind plenty of time for fun and sightseeingin Tokyo and the rest of Japan. I learnt
Japanese sign language at a local deaf cluband went on many fantastic outings withthem, which included my first sight ofMount Fuji, skiing in Nagano and aterrifying ride on motorbikes. The deaf clubRun by Youth For Understanding UK,
this programme is open to all UK
residents aged 16-18. Ten students
leave in March and return in January
the following year, living with aJapanese family and attending
Japanese school. Below is an extractfrom a letter sent home by aparticipant during her stay last year.

GAP Activity Projects sends seventy 18 and19-year-olds to Japan each year to work in
the local community. Each volunteer works
for five to six months either in hospitals,

members quickly became my best friends

2

GAP Activity Projects

and like all other Japanese people I met,

The summer in Osaka has been very hot

caring institutions or schools. In hospitals,

they were incredibly kind to me.

(reaching 42 degrees) and with a sigh ofthey work as assistant nurses, collecting

I travelled a lot, making it as far as

relief I wave goodbye to the heat and lookprescriptions, maintaining hygiene

Hokkaido in the north and Nagasaki in theforward to autumn. The rice in the paddy

standards and looking after patients. GAP

west; I even sailed to South Korea. When

fields is ripening to a rich golden yellow andalso offers placements in caring institutions,spring came, Japan’s famous cherry-

the preparations for the local festival arein both Cheshire homes, where the gappers

blossoms flowered in full glory, and I havewell under way. I can hear the beating oflook after severely disabled people, and in

J A P A NI N

F O C U S

arranged for you by GAP.

cohesion that almost all members were

work in pre schools, teaching four and five-

While in your placement, all food andpractising geography teachers. I think someyear-old children.

accommodation will be paid for and pocket

colleagues from different specialisms were

The placements are spread around Japan,

money will be provided. Placements begin in

dumbfounded to see us taking photographs

although many are close to Tokyo and

September and March. GAP placements areof roads, pedestrian overpasses, reclaimed

Osaka. There are also a number of ruralavailable to any British citizen aged 18 orland, packed subways and students in (forprojects. While in Japan, gappers get an

19 and you can apply at any time.

us) unusual school uniforms! I gathered an

opportunity to assimilate into thecommunity, learning the language, visiting
temples, flower-arranging and singing thelatest Japanese hip-hop, as well as the
chance to travel more widely.
Hannah Brown, who worked as animmense amount of useful information toIf you would like a brochure, pleaseemail: volunteer@gap.org.uk or call
0118 956 2902. For further
information, please go to
www.gap.org.uk

assistant carer working with mentally andphysically handicapped people, initiallyknew no Japanese, so communicated withgestures, basic sign language and voice
tones. She learnt valuable new skills,
broadened her outlook and said "the work
was very rewarding, demanding, satisfying,intense fun, exhilarating and eye-opening."
Sian Foulkes, a volunteer who worked in
Takayama Red Cross Hospital in 2001, said,"Go with an open mind and be prepared to

GAP YEAR / BOOK REVIEW

old people's homes. Volunteers can also

take back to my students and colleagues.
The visits to schools were an invaluable
insight into a changing system. I saw muchof interest – and always felt welcomed. I
have never before met such respect for myprofession.

Japan Foundation Secondary
Teachers Study TourA two week study tour designed forteachers who have never visited
Japan, aiming to deepen
participants’ understanding of thecountry and to enhance theirteaching resources. Below is anexcerpt from a report from one oflast year’s tour participants.

try, learn and do things you would never

Our homestay visits were a highlight and I
was fortunate that my hostess spoke superEnglish. Living with the family for one night
I was privileged to meet four generations.
It was both exhausting and exhilarating
but what an educational and personal
experience to treasure! I have talked muchto my students and colleagues over the pastmonths about my glimpse into Japanese life
and will continue to do so in the coming
years.

have considered before. "I tried hard throughout the trip to record

It will cost approximately £1500 for six

information and take photographs formonths; this includes airfare and GAPcolleagues in other departments, working

contribution as well as insurance, visa,

consistently to gather relevant material,

medical expenses, orientation course andfrom shogun castles to kabuki theatre.

Teaching Skills course, which are all

Of course, it helped the UK group’s

Further information from The JapanFoundation, 17 Old Park Lane,
London W1K 1QT. Please apply in
writing only. The deadline forapplication is Friday 19th July 2002

the sports ground. These pictures can act as starting points fordiscussions in class, helping children to understand some of theBook review:

differences between school life here and in Japan.
The book describes the school year, focussing on importantfestivals and events like sports day, open day and the ceremony at

We go to school in Japanthe end of the year. There is a special feature on “Children’s Day”
(Kodomo no Hi : May 5th) and instructions for making a samurai
helmet.

Gwynneth Ashby, Ashby Books, 2001
ISBN: 0-9541217-0-8 price £6.58 (incl P&P)

and write. The three alphabets are briefly explained and instructions"We go to school in Japan" is a colourful information book for 5-9

are given for writing some simple characters and numbers from one

year olds which teaches geography through literacy, numeracy andto ten.

citizenship. The text is clear and simple, with large pictures showing"We go to school in Japan" has been recognised by Japan 2001.

Several pages are devoted to how children in Japan learn to readchildren in everyday activities in and around school. For example,

To order, contact: ASHBY BOOKS 12D Blenheim Drive, Christchurch,children are shown cleaning their classroom, helping to prepare theDorset, BH23 4JH Email: gwyn@logic-net.co.uk A companion CD

school lunch, walking to school, sitting in the classroom and out on

ROM is now in production.

J A P A NI N

F O C U S

3

THE WORLD CUP 2002

the world cup 2002
a stimulus and resource for teaching and learning
It started with a kick. For the English the World Cup became an item with that 90th minute goal by D. Beckham in
October 2001. The World Cup became an issue in December 2001 with the draw that saw England placed in what
the tabloids called "The Group of Death." This article aims to show that as educators we should use this World Cup asa stimulus and a resource that will aid our teaching and our students’ learning. This is an activity for GCSE or moreable year 9 students, but can be tailored to different ability groups by changing the clues given.
 The groups display their clues, classify

and sort them, maybe rejecting some asunhelpful to their task.
 One group member goes to the othergroups and finds the clues their group did
not get.
 The groups reorder/reclassify their clues.
 Each group writes up their evaluation

answer giving reasons.
 Discussion between the groups takes

place on their answers and reasons.
 Class discussion takes place on “what we

did to solve the mystery" (this may needteacher prompting or leading). Students
record this on paper. This is metacognition;encouraging reflection and awareness ofAt the recent JFET Teachers’
Workshop in York, delegates createdthe above topic web in a brief

brainstorm.
The web illustrates something of thebreadth of content and skills that can bedelivered using this high profile event. Muchof the scaffolding for this work is alreadyavailable via the media and on the Net. As
the tournament approaches, the images andthe information will increase to fill any gaps
in our preparation and may stimulate
further approaches and teaching/learning To encourage students to evaluate theimpacts of the 2002 World Cup.
 To add sparkle and fun to the teaching

and learning experiences
 To use co-operative group work To teach and use a range of skills,

construction, mental modelling, literacy,

the students’ own thinking so that they cantake greater control of it. Allow enoughlesson time for this vital process.

Clues
These clues can be downloaded fromthe JFET website (www.jfet.org.uk)
in larger print, ready for laminating
and using as a classroom resource.
1 This year’s World Cup will be theultimate test of Fifa’s commitment to
spreading the football gospel to every
corner of the globe. (The Guardian, 2.1.02)
2 It was always controversial to award thegame’s most glittering prize to anyone

Having completed Best Practice Research
for the DFEE on Thinking Skills as part of
the Cheshire Geography Teachers’ ResearchGroup, (further details at www.
salt.cheshire.org.uk/geography) I offer a
Thinking Skills Mystery based on the World

Procedure Students in their groups are given an

envelope containing the question above andsome of the clues. The clues should be on
laminated paper. Give different groups
different clues.

Cup 2002.

J A P A N

Aims

cognitive skills and metacognition

opportunities.

4

The World Cup 2002: will
it be an own goal or a hat
trick?

outside the major football playing
nations. (The Guardian, 2.1.02)
3 Sharing the World Cup between two
neighbouring countries united only in a
hatred for each other.
(The Guardian, 2.1.02)
4 There is the threat of monsoons in May

I N

F O C U S

event. (Daily Star, 13.10.01)

before the World Cup. (Japan Times,

5 We already know that the stadiums will

16 The Nisshin Fire and Insurance Company

be the most modern for any World Cup.

is to sell hooligan insurance to shop

(The Guardian, 2.1.02)

owners in Yokohama.

1994 when it awarded the competition(The Japan Times, 10.6.01)

to the USA, another heathen where

6 A long way from anywhere Awaji Island,chosen for England’s home away from17 South Korea’s secret weapon against

13.6.01)
27 Has Fifa chosen to ignore the lesson of

football is concerned?

home. No nightclubs, no karaoke clubs,

football hooligans – a specially trained

no press hotels, just one pleasant resortcommand unit trained in the art ofand a couple of football pitches.

Taekwando. (The Observer, 17.6.01)

achieving underdogs, and it would be

18 Japan’s World Cup organisers have been

lovely to believe South Korea could

7 South Korea sees the World Cup as abattered by recession, exchange rates

emulate the feat of their North Korean

launch pad for a new image of theirand the co-hosting with South Korea

country. 1.75 million people will visit

which receives half the revenue andduring the World Cup.

many extra costs. Japan’s finances haveplaces to 2 smaller footballing nations(TES Korea Special, 2.11.01)

been stretched by a £3 million hike in

who otherwise might not have qualified

security budget since September 11th.

to extend the footballing family, to make(The Guardian, 12.1.02)

it a real World Cup.

(Daily Telegraph, 17.10.01)

8 No ‘man bites dog’ for the World Cup.
Fifa expressed concerns over animal
welfare/abuse with canine consumption.

19 There are no J-League teams to fill three(The Guardian, 2.1.01)
28 World Cups are enriched by overcousins in 1966. (The Guardian, 2.1.01)
29 Fifa’s agenda was to give automatic(The Guardian, 2.1.01)

South Korea has promised action.

of the stadium when the greatest show

(The Guardian, 7.11.01)

folds up and moves on.

in Japan in 1990, the audience(The Guardian, 2.1.02)

maintained complete silence, as if in a

9 Breakfast in the boozer to watch World
Cup games. Pubs can apply for a licenceto open at 6 a.m.
(The Guardian, 3.11.01)

30 When B. Douglas knocked out M. Tyson

20 £4 billion White Elephants. Host cities

piano recital. Their football supporters

have no use for the stadia after 2002.

are equally quiet, meeting together to(The Daily Mail, 12.10.01)

practice chanting and singing. They are

10 Japanese organisers expect 365,000

21 Tokyo international airport is having an

likely to tell a side thrashed 6 – 0,

people to visit the country during theinterim runway built. Flights between‘‘thank you very much, you tried yourWorld Cup and 2.3 million people are

Japan and South Korea are being

hardest. (The Guardian, 2.1.01)

expected to travel between South Korea

increased. Infrastructure is being upgraded

and Japan. (The Guardian, 10.1.02)

e.g. a new station at Shizuoka stadium

In the past my students have found such a

11 Japan’s organisers expect the tournament(Japan in Focus, Autumn / Winter 01)

mystery to have been motivating andto generate £17.5 billion if their team

22 The influx of people will impact on theenjoyable. In discussing what they had

makes it to the last eight and £17 billion

environment e.g. litter and waste disposal.

done, they identified the elements of good

if it does not.

(Japan in Focus, Autumn / Winter 01)

co-operative work; listening with an open

(The Guardian, 10.1.02)

23 Accommodation should not be amind, discussing and sharing ideas andproblem in the larger venues but in thewriting and recording the group’s ideas andprofessor, said most tournaments do not

smaller cities like Oita, people may needwork. They became aware that such a mysterymake a profit and the benefits are

to seek accommodation in nearby Beppu

can have many answers and, like so much inmainly cultural and social. It is mainly

city and Yufuin, a mountain resort.

geography, the answers are multicausal, andprivate companies who benefit, not(Japan in Focus, Autumn / Winter 01)

usually neither black or white.

12 Dr. Stefan Szymanski, an economics

governments. (The Guardian, 10.1.02)

24 Japan and South Korea are used toSuch conclusions give us as educators anreferring to each other as the nearest

insight into how students think and learn,

Kick off madness morning matches spark

but most distant country.

and provide the students with scaffolding

sickie alert over fans. (The Sun, 7.9.01)(Japan Times, 13.6.01)

for their future thinking and learning

13 We’ll all be up for the cup 7.30 a.m.

14 Uneasy bedfellows offer Eastern promise

25 Japan and South Korea seek a tourist

processes. Our students learn that they

at a price (only for those with the odd

boom, looking to capitalise on the Worldknow more than they think, and that they£400 to spare). (The Times, 8.10.01)

Cup. Central to the plan is an Asian Big

can think more than they know.

15 The World Cup could be scrapped overfears of a terror attack. Insurance giants
AXA want £1.2 billion to cover the

THE WORLD CUP 2002

and June. (The Guardian, 2.1.02)

Bang especially from China.
(Japan Times, 17.5.01)
26 Tokyo and Seoul strive to revive relations

Stephen Schwab. Head of Humanities andGeography, Neston High School, Cheshire.

J A P A NI N

F O C U S

5

A TRIP TO THE WORLD CUP

a trip to the world cup!
materials for primary teachers
Ideas for use with year 5-6 pupils. Activities using the internet as a resource, pupils are guided from site to site and,in most cases, told which buttons to click. Each section can be started as a whole class activity, then as they need touse the internet pupils can be split off into small groups. Activities marked with a ◆ are increased difficulty, and thosewith a ◆◆ are more difficult still. An extension activity is outlined at the end of the article: for this, some extra resources
may be necessary.
PLEASE NOTE: a larger print version of this article can be downloaded from the JFET website online version of Japan
in focus (www.jfet.org.uk) to be copied and used as classroom worksheets. If anyone has trouble accessing theinternet, please contact JFET for downloads of the relevant pages.

M

ost of you probably know that

Getting to Japan

Flights arrive at .........................................................

the football world cup finals

How will you travel? How long will it take..........................................................................................

take place later this year. But

to get there? Visit the following website to

airport, Japan.

find information. www.seejapan.co.uk(if there is more than one, list them all).

did you know they will be held in Japan and
Korea?

Flight time ................................hours (round up
to the nearest whole hour).

Imagine that you have
won tickets to the

Which airlines fly from the UK - Japan?

World Cup Final. This..........................................................................................

will be held in..........................................................................................

Yokohama, Japan in
June. How will you get◆ Use the following website to find out

there? What do youwhat a flight to Japan on Japan Airlines

need to take? Whatmight be like:other things can you

www.jal-europe.com/langs/english/
main.html

do in Japan? Use theinformation on these

Click on JAL in the Air and choose

pages to plan your trip.

economy class to find answers to thesequestions.

Where is Japan?

Can you watch tv on the flight?

Use a globe or a world..........................................................................................

map and find where

What other entertainment is there?

Japan is. Can you find..........................................................................................

Korea too? What large

Where is the tv screen?

country are they..........................................................................................

nearest to? What

Will they serve Japanese food?.

continent are all these countries part of?

Once you have found this page, click on..........................................................................................

transportation. Here you will find
◆ Find out which cities in Japan will be

information about which airlines fly tohosting football matches. Then mark themJapan, giving flight times, departure andon a map of Japan. (Hint: try this website:arrival airports. Using your map of Japan,

www.seejapan.co.uk and click Fifa World

mark the location of the airports listed.

Cup. ) Find out what the capital of Japan isand mark this city too.

6

J A P A NI N

F O C U S

How do I get to the Final?
◆◆ The Final is being held in Yokohama.
Use a map of Japan to find out where thisis. How will you get from the airport to

Flights depart from ..................................................

Yokohama? To find out, visit..........................................................................................

www.seejapan.co.uk Click on Fifa World

airport, UK.

Cup, then click on Yokohama. This takes◆ Picture matchThings to see in Japanyou can find information about travelling

Look at the following pictures. All are

What are the most famous sights to see infrom the international airport to the city.

important landmarks or events in three ofJapan? What activities are popular forthe cities being used as venues in the world

tourists? For information, visit

What goes in your suitcase?

cup. Fill in the blanks in each caption. (Hint:

soccerjapan.jnto.go.jp. All ten stadiums are

What will the weather be like in Japan intry the city information in the venues

shown here, but click skip if you get bored.

June? Look at the list below. Put a tick bysection on this site: soccerjapan.jnto.go.jp

Now click on English, then venues. Hereall the things you think you should take

A TRIP TO THE WORLD CUP

you the local site for Yokohama city. See if

you will find a list of all the ten venues forphoto courtesy JNTO

with you.
rain coatsun hatglovesthe world cup matches.
Click on Shizuoka, then city information.
Japan’s most famous mountain, sometimes
referred to as the symbol of Japan, is nearwellington boots

Shizuoka city. Can you find out what it isumbrellacalled?...........................................................................

sun creamt shirts
winter coat

Click on Oita, then city information. The
The “Snow Festival” in ................................. city.
photo courtesy JNTO

shortslightweight jacket or sweater
woolly hat
beach towel
To find out about weather in Japan, go to.....................................................................................

........................................................................................
Click on Osaka. How many airports does
this city have. What are they called?
◆◆ Near to Osaka is another city which

visitor information, then click climate.
name in Japan. Can you find out what it is?

you think this is?

.........................................................................................

this website: www.seejapan.co.uk Click on
This time of year (June/July) has a special

picture shows a steaming pool. What doused to be the capital of Japan. Find out
One of Japan’s most famous castles inwhat it is called, and the names of two of...................................... city.

its famous sights.
.........................................................................................

◆ If you look at the weather charts for.........................................................................................

separate regions, you will see that it can be........................................................................................

much hotter in some parts of Japan than◆ Japan has a DISNEYLAND. Can you findothers. Find out which region Yokohama isout which city it is closest to? (Hint: tryin and look at the weather chart for thattyping “Disneyland” into the search box onregion.

the “see Japan” website)

What is the average temperature for June in.........................................................................................

Yokohama?.............................................................

The Akashi Kaikyo bridge, the world’s

Which is the hottest part of Japan in June?

longest suspension bridge which links Awaji

Project.........................................................................................

Island, England’s base for the World Cup,Imagine you have been to Japan and seen

Which is the coolest part of Japan in June?

with ............................ city.

the world cup final in Yokohama. Write adiary, describing your trip. Include the.........................................................................................
What is the difference in temperature

Extreme weather!

following information

between the hottest and coldest parts ofJapan is sometimes called the land of- which airline did you fly with?

Japan in June? ..........................................................

natural disasters. What is a natural disaster?

- which airport did you arrive at in Japan?

Can you find out which kind happen in- where did you stay - which cities?

◆◆ Can you find out what range ofJapan? And are they likely to happen while- what sights did you see while you weretemperature (difference between thethe World Cup is taking place?

there?

hottest and coolest parts) in the UK is in.........................................................................................

Use the websites mentioned above (andJune?

.........................................................................................

any other information you can find) to gain.........................................................................................

........................................................................................

information and to add pictures to your work.
J A P A NI N

F O C U S

7

ANYTHING’S POSSIBLE!

anything’s possible!
school link report : Asahikawa Fuji Girls High School,
Hokkaido and Our Lady’s Convent High School, London
Why and How? - A
modest beginningI

n 1999 with the help of theJapan Festival Education
Trust, Asahikawa Fuji Girls’High School in Central Hokkaido
decided to form a link with Our
Lady’s Convent High School in
London. Why? Pupils in the
English Club at Fuji wanted touse their language skills tomeet people abroad, while those studying

flew into Chitose Airport, Sapporo. After amusic. On ‘Umi no Hi’ (a national holiday -Japanese at Our Lady’s Convent had similar

three hour drive, they finally arrived at theliterally translates as Day of the Sea) they

desires. Pupils started off exchanging

gates of Fuji Girls’ High School where they

set off into the Daisetzusan National Park

letters, posters, pictures, origami and small

were welcomed with smiles and hugs.

to view Asahidake, Biei town andgifts. This then led to the signing of a
Sister School Friendship Agreement inJanuary 2000. In essence, this sets out tohelp both schools gain and benefit from adeeper understanding of each others’

Tokachidake, a puffing volcano. Huddlingbeneath umbrellas was laughable, but

The girls spent most of their time living as

purple lavender ice-cream definitely leaves

Japanese school girls do; attending school,something to be desired!

experiencing Japanese culture andpreparing for the school summer festival

The future

alongside their new friends. The

The success of the trip has brought a

programme kicked off with a welcome

group of teenagers from Japan and Britain

ceremony where both schools gave big

far closer together than any textbook can.

screen presentations introducing their

For Fuji, the thrill of hosting energetic girls

schools. The hosts performed traditionalfrom different backgrounds will always

koto music balanced by a bouncy modern

remain. For Our Lady’s Convent, memories

What next? – Stepping out

yosakoi (folk) dance, then the guests

of warm hospitality and a taste ofFrequent communication, in-depth

responded with hymns and energetic Irish

adventures to come. The link stands strong

research and support on both sides of thedancing.

with an anticipated return visit by Fuji inworld meant that by September 2000, aDuring the ten days pupils tried their

the not-too-distant future.

ten day trip to Asahikawa in the summer ofhands at calligraphy, koto, kimono wearing

2001 had been proposed and accepted byand tea ceremony, as well as showing off

both schools. With support from Connect

their singing, dancing and musical talent at

Youth International and Excellence in

the Fuji Summer Song and Dance festival.

Cities, the plan was realised: on 15th July,

They prepared a cultural room for the

14 pupils, two teachers and a student

festival, including a London bus, posters andtrainee from Our Lady’s Convent excitedly

a corner of flags, postcards and British

culture and language. As the relationshipbetween Fuji and Our Lady’s Convent
blossomed, we decided that an exchange
visit would be a perfect opportunity for
pupils to come face to face and experiencesomething quite different.

8Life at a typical Japanese schoolJ A P A NI N

F O C U S

Michelle Tate – former Teacher of English
at Asahikawa Fuji Girls’ High School,
Hokkaido, now teaching Mandarin Chineseand Japanese at Katharine Lady Berkeley’s
School , Gloucestershire

NEW PHOTO RESOURCES

new photo resources: bid
for a set for your school!
deai: the lives of seven Japanese high school students
The Japan Forum has recently published this new resource, intended for Japanese language teachers but
also appropriate as extension material for anyone regularly teaching about Japan in secondary schools.
Deai is designed to tell the stories of seven high school students through photographs and text,
presenting their personalities and “a day in the life” of each student. The seven students live in different
parts of Japan, some urban, some rural. Each student describes where they live, what they like to do,their dreams for the future and what family and friends mean to them. Reading their words not only
gives an insight into these seven very different lives, but also a picture of what life in Japan can be like.
Anyone who has seen “The Way We Are” exhibition will know how much a resource like this, based on the lives of real teenagers, has to offer.
The Japan Forum has kindly donated 150 sets of these resources to be given to schools in the UK. The majority will go to schools teaching
Japanese, but a number have been made available to schools with no Japanese language course, but where they will be made good use of. Thisis your opportunity to apply for a set for your school. Teacher resource centres that make the materials available to schools in their area arealso invited to apply. If your application is successful, you will be notifed by JFET. Please note: all applications must be approved and signed by
the head teacher, or equivalent and a contact email address supplied.

application for
deai resourcesname . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
position / subject . . . . . . . . . . . . . . . . . . . . . .
school / institution . . . . . . . . . . . . . . . . . . . . .
address . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................
..................................
..................................
telephone . . . . . . . . . . . . . . . . . . . . . . . . . . .
fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
email . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
please explain how Japan fits into teaching inyour school (please continue on a separate sheet if
necessary):
which subjects cover Japan?
..................................
..................................
..................................
how many hours per week / year?
..................................
9what topics are covered?
..................................
..................................
..................................
what age groups are taught?
..................................
..................................
how many staff are involved?
..................................
please explain ways the materials will be usedoutside the curriculum & throughout the school..................................
..................................
..................................
..................................
..................................
..................................
..................................
..................................
..................................
head teacher (please sign and print name)..................................
please return to: JFET Swire House
59 Buckingham Gate London SW1E 6AJ
fax 020 7931 8453 email jfet@jfet.org.uk

J A P A NI N

F O C U S

9

NOTICE BOARD

NOTICEBOARD
NORTHJapan 2001 finishes in March this year, but there are still
plenty of events to come. As usual, those listed here are but aselection of all that is happening. For full details of events inyour area, visit www.japan2001.org or call the Japan 2001
office on 020 7499 9644.
Make the most of this feast of Japan-related events!

Glasgow Hina Matsuri
GLASGOW BOTANIC GARDENSJAPAN: Gateway to the Future.
Digital Techonology Exhibition

Zen: Toshihiro Hamano - Beauty
through Unity of the East andWest

3 MARCH 2002, 12 NOONNATIONAL MUSEUM OF SCIENCE &By popular demand the Matsuri returns to

INDUSTRY, LONDON

Glasgow. Make origami hina dolls, wear

1 FEBRUARY - 16 MARCH 2002

RED BOX DESIGN GROUP, ST NICOLAS

kimono and enjoy taiko

An inspiring exhibition of the latest digital

CHARE, NEWCASTLE UPON TYNE

drumming from Psycho Taiko andtechnology from Japan. Under the concept

20 FEBRUARY - 31 MARCH 2002

Mugenkyo. For more information ring 0141

“Networking”, robots, Intelligent

Contemporary art exhibition by Hamano,

330 3701

Transportation System (ITS), communication

leader of the Ryu Art Group. Paintings,

equipment and futuristic network apparatus

WALES

folding screens and prints.
Further information: 0191 227 4761

Further information from JETRO (Japan

Japan Influences
DEPARTMENT OF DESIGN, UNIVERSITY OF
CENTRAL LANCASHIRE, PRESTON

Swansea Haiku Weekend

External Trade Organisation) on 020 7470

DYLAN THOMAS CENTRE, SWANSEA

4700 or visit www.nmsi.ac.uk

MARCH 2002
A weekend of literary events including

Suzuki training workshops
JERWOOD SPACE, LONDON SE1
11-15 FEB, 18-22 FEB 2002
18-22 MARCH, 25-29 MARCH 2002

CONFERENCE

talks, readings, workshops, lectures,

7-9 MARCH 2002

exhibitions, music, papermaking, calligraphy

Exploring the wider influences of Japaneseand food. For details ring 01792 462980 or

design aesthetics and culture.

visit www.dylanthomas.org

EXHIBITION

Taiko Band

opportunities to re-consider “acting” from a

ST ASAPH ARTS CENTRE, DENBIGHSHIRE

different perspective. Further details from19 MARCH 2002

workshop@capi.org.uk.

Glass, furniture and ceramics exhibition by
keynote speakers from the university’s Japan
Design Week 2002. There will also be a

Mugenkyo, Europe’s foremost taiko group.

Junichi Arai at the Harris Museum and Art

Ring 01745 582611 for more information.

Gallery, Preston.

SCOTLAND

G12,

UNIVERSITY

UNIVERSITY OF READINGOFGLASGOW
2-30 MARCH 2002
Screening of five films on five Saturday
evenings at 7.30pm. For details ring 0141
330 5522 or visit www.gilmorehillg12.co.uk
F O C U SLONDON & SOUTH EAST
Conference on Language
Learning

A Season of Contemporary
Japanese Films

I N

Japan at the V&A
Contemporary Japanese Textiles
UNTIL DECEMBER 2002
This display is devoted to the V&A’s growing

For further information call 01772 893372

J A P A N

Two educational performances and an
evening community performance by

textile installation by influential designer

GILMOREHILL

Based on the Suzuki Method, theseworkshops are designed to offer performers

4 MARCH- 26 APRIL 2002

10

will be exhibited.

25-26 MARCH 2002
Practitioners, researchers, pupils andparents compare approaches on language
learning in the UK and Japan. For further
details call 0118 987 5123 xt 4426.

collection of contemporary kimono andexperimental textiles.

Acts of Renewal: Japanese Art
Re-interpreted
20 FEBRUARY - 31 MARCH 2002
Exhibition focussing on the re-interpretationof Japanese art by cotemporary artists anddesigners. Educational events will be held
during the exhibition.

Woven Dramas: Costumes for
the Noh theatre by Yasujiro
Yamaguchi

adventures of a miracle boy and his friends.

20 FEBRUARY - 31 MARCH 2002

visit www.littleangeltheatre.com

The Embassy of Japan in London continues

Exhibition featuring the sumptuous work off

Hagoromo

to offer schools the opportunity to visit andKyoto’s Nishijin weaving tradition.

Cultural Workshops at the
Embassy of Japan!

For further details call 020 7226 1787 or

QUEEN ELIZABETH HALL, LONDON

get involved with cultural activities. The
workshops are normally about 2 hours in

25 MARCH 2002

length and include practical sessions as well

The Spirit of Transformation the Noh Masks of Suzuki Nojin

One-act opera by Jo Kondo based on a

20 FEBRUARY - 31 MARCH 2002

Zukofsky conducts the London Sinfonietta.

Exhibition of contempory Noh Masks by one

Further information from 020 7960 4242 orof Japan’s foremost carvers.

visit www.rfh.org.uk

For information on any of the above events

given free of charge in the Embassy itself.

at the V&A call 020 7942 2197 or visit

Salome Performances and Izumi
Kyogenwww.vam.ac.uk

RADA, LONDON

year. So if your students haven’t yet had the

28 - 29 MARCH 2002

“Japan Experience” give Lee Glenister a call

Performances of Kyogen Salome,on 0207 465 6573.

The Peach Child
LITTLE ANGEL THEATRE, ISLINGTON,LONDON
2 MARCH - 28 APRIL 2002
Return of this multi-media version of a

NOTICE BOARD

one of the most highly respected masters of

For everyone over 4.

classical Japanese Noh play by Zeami. Paul

as a slide show. The content of theworkshops often changes but normally
involves origami, calligraphy and kimono.
Efforts are always made to meet special
requests by schools. The workshops are
So far there have been over 10 visits thiscontemporary dance Salome, traditional andShakespeare kyogen and workshops. Further

The Embassy is very grateful to the harddetails from 020 7908 4800 or visit

working volunteers of JFET without whom

www.rada.org

there would be no workshops.

famous Japanese folk tale about theteachers workshops
JFET organises a regular programme of workshops for teachers in conjunction with the Japan Information andCultural Centre, offering teachers interested in teaching about Japan the chance to gain ideas and resources for use in
the classroom. Courses are free but places are limited: for further information or a booking form, please contact JFET
on 020 7630 8696 or email jfet@jfet.org.uk Or book online at www.jfet.org.uk
WOTTON-UNDER-EDGE, GLOUCESTERSHIRE
24 MAY 2002
A cross-curricular day for primary and lower secondary teachers. The day
will start with a dynamic session presenting ideas for introducing Japan in
the classroom using, amongst other approaches, drama. Participants willthen split into smaller groups to follow workshops including sessions on
haiku poetry, Japanese language and making sushi.
ASHFIELD SCHOOL, KIRKBY -IN-ASHFIELD, NOTTINGHAMSHIRE
28 SEPTEMBER 2002
For secondary geography and food technology teachers, and primaryteachers of any discipline. Geographers will look at the economy,
approaches to Japan at Key stage 3 and resourcing Japan on the internet.

JFET workshops are held in all parts of the UK and can be

Food technology teachers will be introduced to the Japanese diet, have atailored to meet the specific needs of different subject

chance to make a typical Japanese meal and learn something about theteachers. If you feel that your part of the UK has been

importance of presentation. The primary course will focus on literacy,

neglected and think there would be demand for a course inincluding a session on haiku poetry and one led by Gwynneth Ashby, author

your area, then do let us know. We are always willing toof “We Go to School in Japan” (see page 3).

consider suggestions for venues and content of workshops.

J A P A NI N

F O C U S

11

THE WAY WE ARE

the way we are:
UK competition
results
At a ceremony at Le Meridien,
Piccadilly on 28 February, prizes
were awarded to winners of the
KPMG sponsored photographic
competition The Way We Are (UK).

JFET is supported by thefollowing organisations:
Chugai Pharmaceutical Co Ltd; Daiwa
Anglo Japanese Foundation; GreatBritain Sasakawa Foundation; Japan
Festival Fund Ltd; Japan Information& Cultural Centre, Embassy of Japan;

The judges were looking at three

Marubeni UK plc; Mitsubishi Electric

things: how well the photographer

Europe; Tokyo Clubbrought out the personality of theirsubject; how successfully they showed

Canon (UK) Ltd; Eisai Co Ltd; Fuji

everyday life in the UK and, of course,Bank Ltd; Japan Foundation; Marks &how technically proficient the

Spencer; Mitsui UK Ltd; NEC

his was part of a larger projectTphotographs were. The difficulty thatdeveloped by JFET for Japan 2001. Inthey had in choosing winners is evident

tandem with an exhibition of

from the fact that they decided tophotographs of Japanese high school

award two extra Special Commendation

students, the competition challenged young

Prizes.

people in the UK to find a way to present

The full list of prize winners is:their everyday lives through photographs.

FIRST PRIZE:

Charlotte Liddle

Ltd; Japanese Women’s Association;

The task was to create a portfolio of five

SECOND PRIZE:

Michael Douglas

London Zosen-Kai consisting of

Naomi Mellor

Hitachi Zosen Europe Ltd, IHI Europe

Emma Burton

Ltd, JET AA, Kawasaki Heavy Industries

personality, attitude or hopes. Some entrants

Amy Stephenson(UK) Ltd, Mitsubishi Heavy Industries

set up poses and some shot their subject

Stephanie Weekes(Europe) Ltd, Mitsui Zosen Europe Ltd,

photographs of an individual aged 13-20,
showing something of his or her lifestyle,

THIRD PRIZE:

Corporation; Sakura Bank Ltd.

Chiyoda Fire & Marine Insurance Co
Ltd; Hakuhodo UK Ltd; Harrisons(Clyde) Ltd; Industrial Bank of Japannaturally. Some photographs were taken on

SPECIAL COMMENDATIONSNKK Europe Ltd, Sumitomo Heavy

one day and others over a period of time,

Martin Bardell, Drew Bryant, Benjamin

Industries (Europe) Ltd, Sasebo Heavysome showed their subjects alone or with

Carter , Kirath Ghundoo, Jamie Howlett,Industries Co Ltd; Meijiseimei

family and friends, and others told a clear

Antonia Lowe, Celine Pette, Lucy Porter,

story in documentary fashion or built up a

Matthew Robinson, Stacy Rowley, Oliver

series of impressions.

Shurmer, Angelique Ward.

International, London Ltd; Mitsui OSK
Lines (Europe) Ltd; Mitsukoshi (UK)Ltd; Nichimen Europe plc; Nippon
Club; Nippon Steel Corporation;
Nissho Iwai Europe plc; NYK Line(Europe) Ltd; Pilkington Foundation;
Sumitomo Corporation (UK) plc;
Sumitomo Life International; Tokai
Bank Ltd; Bank of Tokyo-Mitsubishi

SECOND PRIZE:
Naomi Mellor (18), Withington
Girls’ School, Manchester

Ltd; Tomen Europe Ltd; Toray
Industries Inc; Toshoku Ltd;
Yakult UK Ltd

SECOND PRIZE:
Michael Douglas (16), Christ theKing 6th form College, London

If undelivered, please return to:
JFET, Swire House 59 Buckingham Gate London SW1E 6AJ
12J A P A NI N

F O C U S