Elementary School Curriculum Guidelines(Heisei 29/2018 revision)
Index
Fundamental Law of Education
School Education Law
Enforcement Regulations for the School Education Law
Chapter 1 General Provisions
Chapter 2 Subjects
Social Studies
Grade 3
Grade 4
Grade 5
Grade 6
Mathematics
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Science
Grade 3
Grade 4
Grade 5
Grade 6
Life Grade (1 & 2)
Music
Grade 1 & 2
Grade 3 & 4
Grade 5 & 6
Art
Grade 1 & 2
Grade 3 & 4
Grade 5 & 6Home Economics (Grade 5 & 6)
Physical Education
Grade 1 & 2
Grade 3 & 4
Grade 5 & 6
Chapter 3 Morals
Chapter 5 General Study Time
Chapter 6 Special Activities

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64
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Fundamental Law of Education
Act No. 120 of December 22, 2006
We, the Japanese people, wishing to further develop the democratic and cultural state wehave built through tireless efforts, also hope to contribute to world peace and to improving thewelfare of humanity.
To realize these ideals, we will implement education that values the dignity of the individual,
that endeavors to cultivate a people rich in humanity and creativity who long for truth andjustice and who honor the public spirit, that passes on traditions, and that aims to create a
new culture.
We hereby enact this Act, in accordance with the spirit of the Constitution of Japan, in orderto establish the foundations of education and promote an education that opens the way to ourcountry’s future.
Chapter I Aims and Principles of Education
Aims of Education
Article 1
Education must be provided with the aim of fully developing the individual character, as we
endeavor to cultivate a people that is sound in mind and body and imbued with the qualities
that are necessary in the people who make up a peaceful and democratic nation and society.
Objectives of Education
Article 2
To realize the aforementioned aims, education is to be provided in such a way as to achieve
the following objectives, while respecting academic freedom:(i)having students acquire wide-ranging knowledge and culture, fostering the value of

seeking the truth, and cultivating a rich sensibility and sense of morality as well as building thehealth of the body;(ii) developing individuals' abilities, cultivating creativity, and fostering a spirit of autonomy
and independence by respecting the value of the individual, as well as emphasizing therelationship between one's career and one's everyday life and fostering the value of respectfor hard work;(iii)

fostering the values of respect for justice, responsibility, equality between men andwomen, and mutual respect and cooperation, as well as the value of actively participating inbuilding our society and contributing to its development, in the public spirit;(iv)

fostering the values of respecting life, caring about nature, and desiring to contribute to

the preservation of the environment; and

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(v)

fostering the value of respect for tradition and culture and love of the country andregions that have nurtured us, as well as the value of respect for other countries and thedesire to contribute to world peace and the development of the international community.
Concept of Lifelong Learning
Article 3
A society must be brought into being in which the people can continue to learn throughout
their lives, on all occasions and in all places, and in which they can suitably apply the outcomesof their lifelong learning to refine themselves and lead fulfilling lives.
Equal Opportunity in Education
Article 4(1) The people must be given equal opportunities to receive an education suited to theirabilities, and must not be subjected to discrimination in education on account of race, creed,
sex, social status, economic position, or family origin.
(2) The national and local governments shall provide the necessary educational support toensure that persons with disabilities receive an adequate education in accordance with theirlevel of disability.
(3) The national and local governments shall take measures to provide financial assistance tothose who, in spite of their abilities, encounter difficulties in receiving education for economic
reasons.
Chapter II Fundamentals Concerning the Provision of Education
Compulsory Education
Article 5(1) The people are obligated to have the children who are under their protection receive ageneral education pursuant to the provisions of other Acts.
(2) The general education that is provided in the form of compulsory education is to beprovided with the aim of cultivating the foundations for an independent life within society
while developing the abilities of each individual, and also with the aim of fostering the basic
qualities that are necessary in the people who make up our nation and our society.
(3)

In order to guarantee the opportunity for compulsory education and ensure adequate

standards, the national and local governments are responsible for implementing compulsory
education through appropriate role sharing and mutual cooperation.
(4)

No tuition fees are charged for compulsory education in schools established by thenational and local governments.
School Education
Article 63

(1) The schools prescribed by law are of a public nature, and only the national and local
governments and the juridical persons prescribed by law may establish them.
(2)

In order to fulfill the objectives of education, the schools referred to in the preceding

paragraph shall provide a structured education, in an organized way that is suited to themental and physical development of the persons receiving that education. In this, educationmust be provided in a way that instills respect for the discipline necessary to manage school
life in the persons receiving that education, and that emphasizes them strengthening theirown motivation to learn.
Universities
Article 7(1)

Universities, as the core of scholarly activities, are to contribute to the development ofsociety by cultivating advanced knowledge and specialized skills, inquiring deeply into the truth
to create new knowledge, and broadly offering the fruits of these endeavors to society.
(2)

University autonomy, independence, and other unique characteristics of university

education and research must be respected.
Private Schools
Article 8
Taking into account the public nature of privately established schools and their important rolein school education, the national and local governments shall endeavor to encourage private
school education through subsidies and other appropriate means, while respecting school
autonomy.
Teachers
Article 9(1) Teachers of the schools prescribed by law shall endeavor to fulfill their duties whileremaining deeply conscious of the exalted nature of their calling and continuously devoting
themselves to research and self-improvement.
(2)

In consideration of the importance of the calling and the duties of the teachers referred

to in the preceding paragraph, the status of teachers must be respected, their fair andappropriate treatment ensured, and measures must be taken to improve their education andtraining.
Education in the Family
Article 10(1) Mothers, fathers, and other guardians, having the primary responsibility for theirchildren's education, shall endeavor to teach them the habits necessary for life, encourage aspirit of independence, and nurture the balanced development of their bodies and minds.
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(2) The national and local governments shall endeavor to take the necessary measures forsupporting education in the family such as providing children's guardians with opportunities tolearn and with information, while respecting family autonomy in education.
Early Childhood Education
Article 11
In consideration of the importance of early childhood education as a basis for the lifelong
formation of one's character, the national and local governments shall endeavor to promote
such education, by providing an environment that is favorable to the healthy growth of young
children and by other appropriate means.
Social Education
Article 12(1) The national and local governments shall encourage education that takes place within thecommunity and society, in response to the demands of individuals and of the community andsociety as a whole.
(2) The national and local governments shall endeavor to promote social education by
establishing libraries, museums, community halls, and other facilities for social education, byusing school facilities, by providing opportunities to learn and relevant information, and inother appropriate ways.
Partnership and Cooperation among Schools, Families, and Local Residents
Article 13
Schools, families, local residents, and other relevant persons are to maintain an awareness ofeach of their roles and responsibilities regarding education, as well as endeavoring to develop
partnerships among themselves and to cooperate with one another.
Political Education
Article 14(1) The political literacy necessary for sensible citizenship must be valued in education.
(2) The schools prescribed by law shall refrain from political education in favor of or against
any specific political party, and from other political activities.
Religious Education
Article 15(1)

Religious tolerance, general knowledge about religion, and the position of religion insocial life must be valued in education.
(2) The schools established by the national and local governments shall refrain from religious
education in favor of any specific religion, and from other religious activities.
5Chapter III Educational Administration
Educational Administration
Article 16(1) Education must not be subject to improper controls, and must be provided in accordancewith this and other Acts; educational administration must be carried out in a fair and proper
manner through appropriate role sharing and cooperation between the national and local
governments.
(2) The national government shall comprehensively formulate and implement educational
measures in order to provide for equal opportunities in education and to maintain andincrease educational standards throughout the country.
(3) Local governments shall formulate and implement educational measures corresponding
to regional circumstances in order to promote education in their regions.
(4) The national and local governments shall take the necessary fiscal measures to ensurethat education is provided smoothly and continually.
Basic Plan for the Promotion of Education
Article 17(1)

In order to facilitate the comprehensive and systematic implementation of policies that

promote education, the government shall formulate a basic plan covering basic principles,
measures that must be taken, and any other necessary particulars of its policies to promote
education, and shall report this plan to the Diet as well as making it public.
(2) Local governments shall consult the plan set forth in preceding paragraph and endeavor
to formulate a basic plan that corresponds to regional circumstances for the policies topromote education.
Chapter IV Enactment of Laws and Regulations
Article 18
The necessary laws and regulations for implementing the provisions stipulated in this Act must
be enacted.

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School Education Law (Excerpt)
Act No. 26 of March 31, 1947 / Partial Revision Act No. 41 of May 31, 2018
Chapter 2 Compulsory Education
Article 21
General education conducted as compulsory education shall be conducted to achieve thefollowing goals in order to achieve the purpose stipulated in Article 5, Paragraph 2 of theFundamental Law of Education (Act No. 120 of 2006).
1. Promote social activities inside and outside the school, participate in the formation ofsociety independently based on the spirit of independence, autonomy and cooperation,
normative consciousness, fair judgment and the public spirit, and cultivate an attitude that
contributes to its development.
2. Promote nature experience activities inside and outside the school, to cultivate a spirit ofrespect for life and nature, and an attitude that contributes to environmental conservation.
3. Provide instruction for a correct understanding of the current situation and history of Japanand its towns, respecting traditions and culture, cultivating an attitude of loving Japan andits towns that has nurtured them, and willingly respect other countries through anunderstanding of foreign cultures. Cultivate an attitude that contributes to the peace anddevelopment of the international community.
4. Develop a basic understanding and skills of family and family roles, clothing, food, housing,information, industry and other matters necessary for daily life.
5. Familiarize oneself with reading, develop the basic ability to correctly understand and use
the national language necessary for daily life.
6. Develop the basic ability to correctly understand and process the quantitative relationships
necessary for life.
7. Cultivate the basic ability to scientifically understand and process natural phenomena
related to life through observations and experiments.
8. Cultivate the habits necessary for a healthy, safe and happy life; cultivate physical strength
through exercise; and promote harmonious development of mind and body.
9. Cultivate a basic understanding and skills of music, art, literary arts and other arts thatbrighten and enrich life.
10. Develop the ability to choose a future career path according to basic knowledge and skills
about the profession, attitude that values work, and individuality.
Chapter 4 Elementary Schools
Article 29
The purpose of elementary schools is to provide basic education, which is conducted ascompulsory education, according to the development of mind and body.
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Article 30(1) Education in elementary schools shall be conducted to achieve the goals listed in each itemof Article 21 to the extent necessary to achieve the purpose prescribed in the preceding
Article.
(2) In the case of the preceding paragraph, basic knowledge and skills will be acquired so thatthe foundation for lifelong learning will be cultivated, and the thinking ability, judgment
ability, expressive ability, etc. necessary for solving problems by utilizing these will beacquired. Particular attention must be paid to developing abilities and developing an
attitude of proactively engaging in learning.
Article 31
In elementary schools, in providing educational guidance to contribute to the achievement of
the goals stipulated in paragraph 1 of the preceding article, children's experiential learning
activities, especially social service experience activities such as volunteer activities, natureexperience activities and other experience activities should be enhanced. In this case, sufficientconsideration must be given to cooperation with social education-related organizations, otherrelated organizations, and related organizations.
Article 32
The period of study for elementary school is six years.
Article 33
Matters concerning the curriculum of elementary schools shall be determined by the Ministerof Education, Culture, Sports, Science and Technology in accordance with the provisions ofArticles 29 and 30.
Chapter 8 Special Needs Education
Article 81(1) In elementary schools, junior high schools, high schools and secondary schools, theMinister of Education, Culture, Sports, Science and Technology establishes education shallbe provided to overcome learning or living difficulties due to disabilities for infants,
children and students who fall under any of the following categories.
(2) In elementary schools, junior high schools, senior high schools and other secondary
education schools, it is possible to establish a special needs class for children and students
who fall under any of the following categories:
a. Intellectually disabledb. Physically disabledc. Physically weak8

d. Weak eyesighte. Hard of hearingf.

Other persons with disabilities who are appropriate to be educated in a special needs
classes(3) At the schools prescribed in the preceding paragraph, special support classes may be set
up or teachers may be dispatched to provide education to children and students who areundergoing medical treatment due to illness.

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Enforcement Regulations for the School Education Law
Act No. 11 of May 33, 1947 / Partial Revision Act No. 20 of March 31, 2018
Chapter 4 Elementary School
Section 2 Curriculum
Article 50(1) The elementary school curriculum includes Japanese, Social Studies, Math, Science, Life,Music, Art, Home Economics, Physical Education and foreign language subjects, special
subjects such as morals, foreign language activities, general study time and special activities.
(2) When organizing a private elementary school curriculum, religion may be added regardlessof the provisions of the preceding paragraph. In this case, religion can replace morals, whichis the special subject set forth in the preceding paragraph.
Article 51
Each subject in each grade of elementary school (excluding junior high school cooperation typeelementary school prescribed in Article 52-2, paragraph 2 and junior high school attachedelementary schools prescribed in Article 79-9, paragraph 2), the standard number of class hours
for each of the subjects, morals, foreign language activities, comprehensive study time, andspecial activities, and the total number of class hours for each grade are as set forth in Attached
Table 1.
Article 52
The curriculum of elementary schools shall be in accordance with the elementary school
curriculum guidelines separately announced by the Minister of Education, Culture, Sports,
Science and Technology as the standard of the curriculum, in addition to those specified in thissection.
Article 53
In elementary school, if necessary, some subjects can be combined and taught.
Article 54
Each subject that is difficult for a child to take due to his or her physical and mental condition
must be arranged to suit the child's physical and mental condition.
Article 55
If the Minister of Education, Culture, Sports, Science and Technology recognizes that it isparticularly necessary to carry out research that contributes to the improvement of thecurriculum of elementary schools, and that appropriate consideration is given to the educationof children, the Minister of Education, Culture, Sports, Science and Technology may determine
10that Article 50, Paragraph 1, Article 51 (for junior high school cooperation type elementary
school, it corresponds to the junior high school attached type elementary school prescribed in
Article 52-3, Article 79-9, Paragraph 2, Article 79-5, paragraph 1), Article 52, or Article 79-12 do
not need to be followed.
Article 55-2
The Minister of Education, Culture, Sports, Science and Technology organizes a special education
course that makes the best use of the characteristics of the elementary school or the area inorder to carry out more effective education in light of the actual conditions of the elementary
school or the area where the elementary school is located. In light of the Fundamental Law of
Education (Act No. 120 of 2006) and the provisions of Article 30, Paragraph 1 of the School
Education Law, etc., if it is deemed that it is appropriate and that it meets the standards set by
the Minister of Education, Culture, Sports, Science and Technology as being given appropriate
consideration for the education of children, Article 50, Paragraph 1, as separately provided by
the Minister of Education, Culture, Sports, Science and Technology, Article 51 (For junior highschool cooperation type elementary schools, Article 52-3, for junior high school side-by-side
elementary schools prescribed in Article 79-9, paragraph 2, Article 79-10 it may not comply withall or part of the provisions of Article 79-5, paragraph 1) or Article 52, which are applied withmodifications as necessary in (ii).
Article 56
In elementary school, it is necessary to organize and implement a special educational coursethat takes into consideration the actual situation for children who have been absent fromelementary school for a considerable period of time and are considered to be absent due todifficulty in adapting to school life. If the Minister of Education, Culture, Sports, Science andTechnology approves, Article 50, Paragraph 1, Article 51 (In the case of a junior high school
cooperation type elementary school, Article 52-3, Article 52, Article 51), as separately
determined by the Minister of Education, Culture, Sports, Science and Technology. In the caseof an elementary school with a junior high school prescribed in Article 79-9, paragraph 2, theprovisions of Article 79-5, paragraph 1) or Article 52, which apply with necessary modifications
to Article 79-12.
Article 56-2
In elementary school, when educating children who do not understand Japanese and need to
be given special guidance according to their ability to understand and use Japanese, the Ministerof Education, Culture, Sports, Science and Technology separately determines that a special
curriculum may be adopted in line with Article 50, paragraph 1 and Article 51 (for junior highschool cooperation type elementary schools, the elementary school with junior high schoolprescribed in Article 52-3, Article 79-9, Paragraph 2), notwithstanding the provisions of Article11

79-5, paragraph 1) and Article 52, which are applied with necessary modifications to Article 7912.
Article 56-3
In the case of a special education course pursuant to the provisions of the preceding article, theprincipal shall take classes that the child has taken at another elementary school, the first halfof the compulsory education school, or the elementary school of the special needs school, as
determined by the installer. It can be regarded as a class related to the special educationalcourse taken at the elementary school in which the student is attending.
Article 56-4
In elementary school, in the case where there is a need to educate those who have passed school
age and need to give special guidance according to their age, experience, working conditions
and other circumstances at night or at other special times, the Ministry of Education, Culture,
Sports, Science and Technology can give special dispensation for a special curriculum, regardlessof the stipulations in Article 50, paragraph 1 and Article 51 (for elementary schools incooperation with a junior high school, Article 52-3, Article 79-9, Paragraph 2; for integrated
elementary and junior high schools, Article 79-12 and Article 79-5), and Article 52.
Section 3 School Year and Days of Classes
Article 61
Holidays at public elementary schools are as follows. However, except for the days listed in item
3, if the board of education or the local public organization that establishes the school (for anelementary school established by a public university corporation, the president of the public
university corporation. The same shall apply in item 3.) deems necessary, this does not apply.
a. Days prescribed in the Act on National Holidays (Act No. 178 of 1952)
b. Saturdays and Sundays
c. Days specified by the Board of Education pursuant to the provisions of Article 29, Paragraph
1 of the School Education Law Enforcement Ordinance
Article 62
Semesters and holidays at private elementary schools are determined by the operating rules ofthe school.
Chapter 8 Special Needs Education
Article 118
Regarding the curriculum related to special needs classes in the first half of elementary school,
junior high school, compulsory education school or secondary school, if there are particular12

requirements for the school, a special curriculum may be adopted regardless of the stipulations
in Article 50, paragraph 1 (including necessary modifications with regards to Article 79-6,
paragraph 1), Article 51, Article 52 (including necessary modifications with regards to Article 796, paragraph 1), Article 52-3, Article 72 (including necessary modifications with regards to Article
79-6, paragraph 2 and Article 108, paragraph 1), Article 74, paragraph 3, Article 76, Article 79-5
(including necessary modifications with regards to Article 79-12) and Article 107 (including
necessary modifications with regards to Article 117).
Article 140
In the first half of elementary school, junior high school, compulsory education school, or
secondary school, children or students (excluding children and students in special needs classes)
who have any of the disabilities a-h below can be offered a special educational course of study
as stipulated by the Minister of Education, Culture, Sports, Science and Technology in line with
Article 50, paragraph 1 (including necessary modifications with regards to Article 77-6, paragraph1), Article 51, Article 52 (including necessary modifications with regards to Article 79-6,
paragraph 1), Article 52-3, Article 72 (including necessary modifications with regards to Article
79-6, paragraph 2, and Article 108, paragraph 1), Article 73, Article 74 (including necessary
modifications with regards to Article 79-6, paragraph 2 and Article 108, paragraph 1), Article 743, Article 76, Article 79-5 (including necessary modifications with regards to Article 79-12),
Article 107 (including necessary modifications with regards to Article 107).
a. Language-impaired
b. Autism spectrum disorderc. Emotional disorderd. Weak eyesighte. Hard of hearingf.

Learning disorderg. Attention-deficit hyperactivity disorderh. Other persons with disabilities who are appropriate to be educated in a special education
course pursuant to the provisions of Article 141 In the case of a special education course
pursuant to the provisions of the preceding Article, whereby the principal deems the childor student should an applicable special curriculum of study at elementary school, juniorhigh school, integrated elementary and junior high school, compulsory education school,secondary school, or special needs school. Classes can be regarded as those related to thespecial education course taken in the first half of the elementary school, junior high school,
compulsory education school, or secondary school.
SupplementaryThis law will come into effect from April 1, 2020.
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Attached Table 1 (Related to Article 51)
Category
Japanese

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

306

315

245

245

175

175

70

90

100

105

175

175

175

175

90

105

105

105

S Studies
MathClassespersubject

136

175

Science
Life

102

105

Music

68

70

60

60

50

50

Art

68

70

60

60

50

50

60

55

90

90

70

70

35

35

Home Ec
PE

102

105

105

105

nd

2 LangMoral Studies

34

35

35

35

2nd Lang Activities

35

35

General Study Time

70

70

70

70

Special Activities

34

35

35

35

35

35

Total Classes

850

910

980

1015

1015

1015

Reference
1. One unit of class hours in this table shall be 45 minutes.
2. Class time for special activities shall be allocated to class activities (excluding those related
to school lunch) as specified in the elementary school curriculum guidelines.
3. In the case of Article 50, paragraph 2, when religion is added in addition to morals, which isa special subject, the number of classes of religion can replace the class hours of morals.
(The same shall apply in the cases of Attached Table 2 and Attached Table 4.)14

CHAPTER 1 GENERAL PROVISIONS
Section 1 Fundamentals of Elementary School Education and Role of the Curriculum

1 Each school should formulate a proper curriculum in compliance with the Basic Act
on Education, the School Education Act, the provisions of other laws and regulations
concerned and those indicated in this chapter hereinafter, in order to accomplish thewell-balanced development of individual pupils as human beings, with full consideration
toward the toward pupils’ stages of mental and physical development and theirindividual characteristics, thereby conducting education to achieve the goals listed in
the above documents.
2 In advancing school educational activities, each school should develop distinctive
educational activities that make use of ingenuity through class improvement aimed atrealizing proactive, interactive, and deep learning as shown in Section 3.1., with the aim
to develop the ability of children to live by realizing the following items (1) to (3).
(1) Make sure to acquire basic knowledge and skills, develop thinking ability, judgment
ability, expressive ability, etc. necessary to solve problems, and cultivate an attitude
towards independent learning，and strive to enhance education that encourages
collaboration with diverse people by making the most of their individuality. At thattime, in consideration of the stage of the child's development, the activities to lay
the foundation for learning, such as the child's language activities, should beenhanced, and consideration should be given to establishing the child's learning
habits while coordinating with the family.
(2) Through moral education, hands-on activities, various expressions and appreciation
activities, etc., strive to enhance education aimed at fostering a rich mind andcreativity.
Moral education in schools is conducted throughout the school's educational
activities, as a special subject. Not only morals, but also for each subject and foreign
language activities, comprehensive and appropriate guidance should be given inconsideration of the stage of development of the child according to the time of study
and the characteristics of each special activity.
Moral education is the basis for thinking about one's own way of life, acting basedon independent judgment, and living better with others as an independent person,
based on the fundamental spirit of education stipulated in the Basic Act on Educationand the School Education Law.
In advancing moral education, make use of the spirit of respect for human beings
and awe for life in concrete lives at home, school, and other societies, have a richheart, respect traditions and cultures, and nurture them. Show love for our country
and our hometown, create a unique culture, respect the public spirit as a peaceful15and democratic nation and the former of society, strive for the development ofsociety and nations, and respect other countries. Particular attention should be paid
to contributing to the peace and development of the international community andthe conservation of the environment, and to fostering independent Japanesecitizens who will open up the future.
(3) By appropriately providing guidance on physical education and health at school
throughout educational activities, taking into consideration the stage of childdevelopment, enhance education aimed at realizing a healthy and safe life and a richsports life. In particular, regarding the promotion of dietary education at school, theguidance on improving physical fitness, the guidance on safety, and the guidance on
maintaining and improving physical and mental health, strive to provide activities
and comprehensive study time not only during classes for physical education, home
economics and extracurricular activities, but also within each subject, morals, andforeign language, etc. In addition, through such guidance, promote the practice ofappropriate physical education and health-related activities in daily life while
coordinating with homes and local communities, and cultivate the foundation forliving a healthy, safe and energetic life.
3

In aiming to realize the matters listed in 2 (1) to (3) and to develop the ability to live

for children who are expected to be the creators of a sustainable society with abundantcreativity, the whole school education and educational activities will be enhanced whileclarifying the kind of qualities and abilities to be developed through each subject, morals,
foreign language activities, comprehensive study time, and guidance of special activities(hereinafter referred to as “each subject, etc.” However, in the 3 (2) a and c of Section
2, special activities are limited to class activities (excluding those related to school
lunch).) At that time, the following shall be realized without bias, taking into
consideration the stage and characteristics of the child's development.
(1) Ensure that knowledge and skills are acquired(2) Develop thinking ability, judgment ability, expressive ability, etc.
(3) Cultivate the ability to learn and humanity.
4 At each school, the actual conditions of children, schools, and communities should
be properly grasped, and the content of education necessary to realize the purpose andgoals of education should be assembled from a cross-curriculum perspective, and theimplementation status of the curriculum. Endeavor to evaluate and improve the qualityof educational activities at each school (hereinafter referred to as "curriculum
management").
Section 2

Organization of Curriculum

１ Educational Objectives and Curriculum Organization of Each School16

In organizing the curriculum, while taking into account the qualities and abilities
aimed to be developed through guidance in the entire school education and eachsubject, the educational goals of each school should be clarified, and the basic policy forthe organization of the curriculum should be shared with families and the local
community. At that time, the relationship with the goals set based on Chapter 5 General
Study Time 2-1 shall be sought.
2 Fostering Qualities and Abilities from a Cross-Curricular Perspective(1) At each school, considering the stage of child development, it is necessary to develop
qualities and abilities that are the basis of learning such as language ability,
information utilization ability (including information ethics), problem finding/solving
ability, etc. To be able to do so, the curriculum shall be organized from a crosscurricular perspective, making the best use of the characteristics of each subject.
(2) At each school, take into consideration the actual conditions of children, schools,
communities, and the stage of child development, and respond to contemporary
issues aimed at realizing a prosperous life and overcoming disasters to form the next
generation of society. The curriculum will be organized by taking advantage of thecharacteristics of each school so that the required qualities and abilities can be
developed from a cross-curriculum perspective.
3 Common Points in Curriculum Organization(1) Handling of the Contents etc.
a. Unless otherwise specified, the matters related to the contents of each subject,morals, foreign language activities and extracurricular activities shown in Chapter 2 andfollowing chapters shall be handled at any school.
b. If there is a particular need at school, content not shown in Chapter 2 and below canbe added. In addition, among the handling of the contents shown in Chapter 2 andfollowing chapters, the matters showing the range and degree of the contents indicate
the range and degree of the contents to be instructed to all children, and at school. If
there is a particular need, additional guidance can be given regardless of this matter.
However, in these cases, do not deviate from the goals and contents of each subject,morals, foreign language activities and extracurricular activities shown in Chapter 2 andfollowing chapters, or overburden the child.
c. The order of the items listed in each subject, morals, foreign language activities, andextracurricular activities shown in Chapter 2 and following chapters does not indicate
the order of instruction unless otherwise specified. Appropriate ingenuity shall beapplied.
d. The contents of the subjects and foreign language activities that are shown for two
grades together are to be taught over the two grades. At each school, these matters will
be systematically instructed in anticipation of two grades according to the actual
17

conditions of the child, school, and region, and unless otherwise specified, they will be
divided into any grades with appropriate grade-level guidance.
e. If there is a particular need for a class organized of children from two or more gradesat school, the goals and contents of each subject and morals course will be classified bygrade within the range that does not interfere with the achievement of the goals of eachsubject and moral course.
f. The content of moral education conducted throughout the school's educational
activities, which is based on the morals subject content shown in Chapter 3 Special
Subject Morals, and in implementing it, the considerations regarding moral education
shown in Chapter 6 shall be taken into consideration.
(2) Handling of Class Hours, etc.
a. Classes in each subject should be planned to last 35 weeks or more per year (34weeks for the first grade) so that the number of class hours per week does notoverburden the child. However, schedules can be arranged according to thecharacteristics of each subject and learning activity for these classes to be held during
a specific period, including in the case whereby class days are set during holidays suchas summer, winter, and the end of the school year, if this is effective for the school.
b. Classes for special activities, children's association activities, club activities, andschool events shall be allocated appropriate number of hours for each year, term,month, etc., depending on their contents.
c. The timetable for each school shall be appropriately organized based on thefollowing matters.
(i) One unit session for each class of each subject, etc. should be appropriately set
in consideration of the stage of child development and the characteristics of eachsubject, etc. and learning activities, while ensuring the annual number of class hours
for each subject, etc. at each school.
(ii) When teaching a specific subject using a short time of about 10 to 15 minutes
according to the characteristics of each subject, the teacher should consider thecontent and time of the unit, subject matter, etc. If a system is in place toresponsibly determine the content of instruction and grasp and utilize the results of
instruction, that time can be included in the annual number of classes for the
subject.
(iii) The time for school lunches, breaks, etc. should be set appropriately by eachschool.
(iv) At each school, it is possible to be flexible with timetable organization to makeuse of ingenuity according to the actual conditions of children, schools,
communities, subjects, and the characteristics of learning activities.
d. If the learning activities during the general study time can be expected to produce
the same results as the implementation of each event listed in the school events for18

extracurricular activities, these can be replaced with the implementation of eachlisted event.
(3) Matters to consider when creating a guidance plan, etc.
Each school shall make use of the school's ingenuity to create a harmonious andconcrete teaching plan as a whole, while considering the following matters.
a. Regarding the content of instruction in each subject, etc., while taking into account(1) a and looking at the content and time of the unit and subject matter, add
appropriate ingenuity organization and emphasis to be able to provide effective
guidance that fosters qualities and abilities through class improvement aimed atrealizing proactive, interactive, and deep learning as shown in 1 of Section 3.
b. Be able to provide systematic and developmental guidance by establishing
relationships between each subject and each grade.
c. Regarding the subjects and foreign language activities that show the contents of thegrades together in the second grade, it is effective to try to teach step by step
considering the stage of development of the child according to the actual situationof the child, school, and area in view of the relevant grade.
d. In order to enhance the effectiveness of the instruction in consideration of the actual
situation of the child, etc., proceed with the combined and related instruction whileconsidering the stage of the child's development and the relevance of the instruction
content.
4

Transitions Between School Grade Years, etc.
In organizing the curriculum, the transition between school grade years, etc. shall beplanned while considering the following matters:(1) By devising guidance based on how we would like children to grow by the end of
early childhood, conduct educational activities based on the qualities and abilities
nurtured through early childhood education based on the kindergarten curriculum
guidelines, etc., and enable children to take the initiative in learning while
demonstrating themselves.
In addition, in the overall education in the lower grades, for example, the qualities
and abilities to be nurtured in the life sciences to enrich independence and daily life
can be utilized in the learning of other subjects, etc. Be proactive and devise ways toensure a smooth connection with early childhood education and junior high schooland beyond. In particular, at the beginning of elementary school, what was nurtured
through play as a voluntary activity in early childhood should be smoothly connected
to learning in each subject, etc. through ingenuity of instruction and creation of
instruction plan such as setting of flexible instruction and timetable.
(2) Based on the junior high school and the senior high school curriculum guidelines,
devise ways to ensure a smooth transition to junior high school education and19subsequent education. In particular, at compulsory education schools, elementary
schools linked to junior high schools, and elementary schools with junior highschools, a planned and continuous curriculum should be organized with a view tonine years of compulsory education.
Section 3

Curriculum Implementation and Evaluation of Learning

1

Class improvement for the realization of proactive, interactive and deep learning
The following matters shall be taken into consideration when instructing each subject:(1) Endeavor to improve classes for the realization of children's independent,
interactive and deep learning while looking at the content and time of the unit andsubject matter so that the content of 3 (1)-(3) in Section 1 can be realized withoutbias.
In particular, utilize the knowledge and skills acquired in each subject, etc., anddemonstrate thinking ability, judgment ability, expressive ability, learning ability,
humanity, etc. by grasping and thinking about the things to be learned. However,keep in mind that the viewpoints and ways of thinking that capture things according
to the characteristics of each subject will be trained, and while the children exercise
their perspectives and ways of thinking according to the characteristics of eachsubject, scrutinize information to form ideas, find a problem and come up with asolution, and enhance learning with an emphasis on the process of creating basedon thoughts and ideas.
(2) In order to develop the language abilities shown in 2 (1) of Section 2, the necessary
language environment should be prepared at each school, and the language
activities of children should be enhanced according to the characteristics of eachsubject while requiring a Japanese language to be learned. At the same time,enhance reading activities as shown in (7) below.
(3) In order to develop the information utilization (ICT) ability shown in 2 (1) of Section
2, each school should prepare the environment necessary to utilize informationmeans such as computers and information communication networks, and conduct
learning activities that appropriately utilize these. In addition, make appropriate useof teaching materials and teaching tools such as various statistical materials,
newspapers, audiovisual materials, and educational equipment.
At the same time, the following learning activities should be systematically
implemented according to the characteristics of each subject:a. Activities for children to learn basic operations of ICT, such as inputting characterson a computer.
b. Activities for children to acquire the logical thinking ability necessary to make acomputer perform the intended processing while experiencing programming.
(4) Incorporate activities in which children are aware of learning outcomes and can look20

back on what they have learned.
(5) Characteristics of each subject so that children can understand the finiteness of life,
the importance of nature, the importance of taking on challenges independently andcollaborating with various others. Emphasis is placed on hands-on activities
according to the needs so that they can be carried out systematically andcontinuously in cooperation with homes and local communities.
(6) Ingenuity should be devised to encourage independent and voluntary learning thatmakes the best use of children's interests, such as providing opportunities forchildren to select their own learning tasks and activities.
(7) Systematically use the school library to utilize its functions and improve lessons forthe realization of children's independent, interactive and deep learning, as well as
children's voluntary learning and reading activities. In addition, actively utilize
facilities such as local libraries, museums, art galleries, theaters, and concert halls,
and enhance learning activities by collecting and appreciating information usingmaterials from such facilities.
2

Enhancement of Learning Evaluation
The following items shall be taken into consideration when conducting learning
evaluations.
(1) Positively evaluate the good points and progress of children so that they can realize
the significance and value of what they have learned. In addition, from theperspective of grasping the learning situation toward the realization of the goals ofeach subject, etc., the learning process and results are evaluated by devisingevaluation criteria and methods while looking at the content and time of the unit
and subject matter in order to improve teaching and motivation to learn, and utilize
it for the development of qualities and abilities.
(2) Promote systematic efforts to enhance the validity and reliability of learning
evaluation through ingenuity, and ensure that children's learning outcomes aresmoothly connected across grades and school stages.
Section 4

Support for Child Development

1

Enrichment of Guidance to Support the Development of Children
The following matters shall be taken into consideration when organizing andimplementing the curriculum.
(1) As the basis of learning and life, improve class management on a daily basis in orderto foster a relationship of trust between teachers and children and a better
relationship between children. In addition, the development of children will bepromoted mainly through both guidance and assistance in group situations andcounseling that provides guidance and support for each individual's problems based21

on the diverse actual conditions of each child. At the same time, devise guidance
that makes the best use of the characteristics of the lower grades, middle grades,
and upper grades of elementary school.
(2) Deepen children's understanding so that they can realize themselves now, and in the
future, while forming better relationships and living a meaningful and fulfillingschool life while feeling their own presence. Aim to enhance student guidance whileassociating it with learning guidance.
(3) While looking at the connection between learning and one's own future, devise
extracurricular activities for children to acquire the qualities and abilities that are
the necessary foundations for social and professional independence. Enhance career
education according to the characteristics of each subject.
(4) To ensure that children can fully understand what they are learning, including theacquisition of basic knowledge and skills, depending on the actual situation of thechild and school, aim to enhance individualized instruction by improving the
instruction method and instruction system, such as securing the instruction systemthrough cooperation between teachers through the incorporation of learning
activities such as individual learning, group-based learning, repetitive learning,learning according to the degree of proficiency of the learning content, task learning
according to children’s interests, and supplementary learning and advanced learning.
At that time, make use of the information media, teaching materials, and teachingtools as shown in 1 (3) of Section 3.
2 Guidance for Children Who Need Special Consideration(1) Guidance for children with disabilities
a. For children with disabilities, etc., while utilizing the advice or assistance of special
schools, etc., the content and method of guidance shall be systematically devised
according to the condition of each child.
b. The special curriculum to be implemented in the special support class shall beorganized as follows:(i) Incorporate the independence activities shown in Chapter 7 of the Course of
Study for Elementary and Junior High Schools of Special Needs Schools in order toovercome difficulties in learning or living due to disabilities and to achieve
independence.
(ii) Taking into consideration the degree of disability of children and the actual
situation of the class, the goals and contents of each subject are changed to thegoals and contents of the subjects of the lower grades, and each subject is speciallyeducated for children with intellectual disabilities. Organize an educational course
according to the actual situation, such as by changing to each subject of the support
school.
c. When providing guidance by class to children with disabilities and organizing a22special curriculum, refer to the content of independence activities shown in Chapter
7 of the Course of Study for Elementary and Junior High Schools of Special Needs
Schools. Specific goals and contents shall be set and guidance shall be provided. Atthat time, in order to provide effective guidance, endeavor to cooperate between
teachers, such as by associating each subject with guidance by class.
d. For children with disabilities, cooperate with homes, communities, and relatedorganizations that carry out medical, welfare, health, labor, etc., and provide
individual educational support to children from a long-term perspective. In addition
to making efforts to create and utilize educational support plans, endeavor toaccurately grasp the actual conditions of individual children and to create and utilize
individual instruction plans when instructing each subject. In particular, for children
enrolled in special needs classes and children who receive guidance through class,accurately grasp the actual situation of each child, create individual education
support plans and individual guidance plans, and utilize them effectively.
(2) Adaptation to school life for children returning from overseas and Japanese language
instruction for children who have difficulty learning Japanesea. For children who have returned from overseas, help them try to adapt to school lifeand provide appropriate guidance such as making use of living experience in foreigncountries.
b. For children who have difficulty in learning Japanese, the content and method of
instruction shall be systematically devised according to the actual conditions of eachchild. In particular, with regard to Japanese language instruction by class, endeavor
to provide effective instruction by coordinating between teachers and making
individual plans for instruction.
(3) Consideration for Children Refusing to Attend School
a. For children who refuse to attend school, provide necessary support and informationaccording to the actual situation of each child from the viewpoint of aiming for social
independence while coordinating with parents and related organizations andobtaining the advice or assistance of psychological and welfare experts.
b. When organizing a special curriculum approved by the Minister of Education, Culture,
Sports, Science and Technology for children who have been absent from elementary
school for a considerable period of time and are deemed to be absent continuously,
the curriculum should be organized in consideration of the actual situation of thechild, as well as individual learning and groups. Endeavor to improve the teaching
method and teaching system such as individual learning.
Section 5

Points of Consideration for School Management

1 Improvement of Curriculum and School Evaluation, etc.
a. At each school, under the policy of the principal, faculty and staff shall endeavor to23carry out curriculum management that makes the best use of the characteristics ofeach school, while appropriately sharing roles based on the division of school affairs
and cooperating with each other. In addition, the school evaluation conducted byeach school should be carried out in association with curriculum management,
considering that the organization, implementation and improvement of thecurriculum are the core of educational activities and school management.
b. In organizing and implementing the curriculum, while associating it with the overall
school plan in each field, such as the school health plan, school safety plan, overallplan for food guidance, and basic policies regarding measures to prevent bullying,etc., take care to ensure effective guidance.
2

Collaboration with Families and Communities and Collaboration Between Schools
The following matters shall be taken into consideration when organizing andimplementing the curriculum.
a. In order for the school to achieve its purpose, the human or physical system
necessary for the implementation of educational activities should be establishedwith the cooperation of families and the community according to the actual situationof the school and the community to deepen cooperation and collaboration. In
addition, provide opportunities for cross-generational interaction in the community,
such as the elderly and children of different ages.
b. In addition to coordinating and interacting with other elementary schools,
kindergartens, certified children's care centers, nursery schools, junior high schools,
high schools, special schools, etc., also provide opportunities for interaction andjoint learning with children with disabilities to foster an attitude of living in thecommunity together while respecting each other.
Section 6

Points of Consideration for Moral Education

In advancing moral education, the following matters shall be taken into considerationin addition to the matters shown in the preceding paragraph, based on thecharacteristics of moral education.
1 At each school, a teacher who is mainly in charge of promoting moral education
should prepare and lead an overall plan for the subject based on the goals of moral
education shown in 2 (2) of Section 1, and under the principal's policy. All teachers
should cooperate to develop moral education. In creating the overall plan for moral
education, the priority goals for school moral education should be set in considerationof the actual conditions of children, schools, and communities, and the guidance policy
for moral education in Chapter 3 Special Subject Morals, which shows the content andtiming of each subject, foreign language activity, comprehensive study time and24extracurricular activities, and the method of cooperation with the home and the local
community, based on the relationship with the content shown in Section 2.
2 At each school, prioritize the content of instruction based on the stage andcharacteristics of the child's development. At that time, keep in mind that throughout
each grade, children will develop a spirit of independence, autonomy, respect for life,and compassion for others. In addition, pay attention to the following items at each
grade level.
(1) In grades 1 and 2, acquire basic lifestyle habits such as greetings, judgement of goodand bad, act appropriately, and follow the rules of social life.
(2) In grades 3 and 4, make good judgements, cooperate and help each other withpeople close to each other, and follow the rules of groups and society.
(3) In grades 5 and 6, understand and support each other's ideas and positions,
understand and be willing to protect the meaning of laws and rules, strive toenhance group life, and respect tradition and culture. Meanwhile, children shouldcome to love Japan and their hometown, and respect other countries.
3 Improve human relationships and environment in schools and classes, and enhancerich experiences such as group accommodation activities, volunteer activities,
nature experience activities, and participation in local events. In addition, thecontent of moral education should be utilized in the daily lives of children. At thattime, care should be taken to contribute to the prevention of bullying and ensuringsafety.
4 Actively publish information such as the overall plan of school moral education andvarious activities related to moral education with the active participation andcooperation of family members and local people to enhance moral education, etc.
in order to deepen common understanding with families and local communities andpromote mutual cooperation.

25

CHAPTER 2 SUBJECTS
Section 1 Japanese Language Arts (omitted for English translation)
Section 2 Social Studies
I OVERALL OBJECTIVES
Aim to develop citizenship qualities necessary for the formation of a peaceful and democraticnation and society that lives independently in the globalizing international community throughactivities that exercise social perspectives and ways of thinking and pursue and solve problems⑴ Understand social life through the geographical environment of the region and Japan's land,
the structure and work of modern society, and the history, traditions and culture of theregion and Japan, and acquire the skills to appropriately research and organize information
through various materials and research activities.
⑵ Gain the ability to think about the characteristics, mutual relationships, and meanings ofsocial events from multiple angles, grasp the issues found in society, and select and judge
how to relate to society to solve them. Develop the ability to properly express what you
have selected and judged.
⑶ Foster an attitude of thinking about a better society and proactively trying to solve problems
regarding social events, and through multifaceted thinking and understanding, pride andaffection for the local community, awareness as a member of the local community, and theland of Japan. Foster love for history, awareness as a citizen who will bear the future ofJapan, and awareness of the importance of living with people from all over the world.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 3〕
１ Objectives
Aim to develop the following qualities and abilities through activities to pursue and solve
learning problems by exercising the viewpoints and ways of thinking of social events.
⑴ Understand the geographical environment of familiar areas and municipalities, various
activities to protect the safety of the area, the state of local industry and consumer life, andthe transition of the state of the area, based on the relationship with people's lives. Throughresearch activities, atlases and various concrete materials, acquire the skills to research andorganize necessary information.
⑵ Gain the ability to understand the characteristics and interrelationships of social events, theability to think about meaning, the ability to understand the issues found in society, and theability to select and judge how to relate to society toward the solution, and the ability tothink and select and judge. Develop the ability to express things.
⑶ Cultivate an attitude of proactively trying to solve learning problems and an attitude of
thinking about a better society and making use of what we have learned in social life, as wellas pride in the local community through thinking and understanding. Foster affection andawareness as a member of the community.
２ Content⑴ Guidance shall be given so that students can acquire the following items through activities
to pursue and solve learning problems regarding the state of familiar areas and26

municipalities (hereinafter referred to as "city" in Chapter 2, Section 2):
a. Acquire the following knowledge and skills:⚫ Get a rough idea of what is happening in your area and your city.
⚫ Observe and investigate, look up with materials such as maps, and compile them intoa blank map.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the location of the city in the prefecture, the topography and land use of thecity, the spread of traffic, the location and work of major public facilities such as thecity hall, and the distribution of buildings that have remained since ancient times, thestate of familiar areas and cities to grasp and think about the difference depending on
the place and express it.
⑵ Instruct students to acquire the following items through activities to pursue and solve
learning problems regarding production and sales jobs found in the region.
a. Acquire the following knowledge and skills:⚫ Understand that production work is closely related to the lives of local people.
⚫ Understand that sales work is devised to increase sales based on the diverse wishes ofconsumers.
⚫ Make an outline map by visiting / surveying or looking up materials such as maps.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the type of work, the distribution of production areas, the process of work,etc., grasp the state of work of people involved in production, and think about andexpress the relationship with the lives of local people.
⚫ Focusing on consumers’ wishes, sales methods, relationships with other regions andforeign countries, etc., grasp the work situation of people involved in sales, and think
about and express the ingenuity found in those jobs.
⑶ Guidance will be given so that students can acquire the following items through activities
to pursue and solve learning problems regarding the work of protecting the safety of thecommunity.
a. Acquire the following knowledge and skills:⚫ Understand that in order to protect the safety of the area, related organizations suchas fire departments and police stations have a system to deal with emergencies incooperation with each other, and related organizations cooperate with local people todeal with fires and accidents.
⚫ Consolidate understanding by visiting / investigating and examining materials such asmaps.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the arrangement of facilities and equipment, preparation for emergencies,and response, grasp the activities of related organizations and local people, and think
about and express their mutual relationships and the work of the people involved.
⑷ Guidance shall be given so that students can acquire the following matters through activities
to pursue and solve learning problems regarding changes in the state of the city.
a. Acquire the following knowledge and skills:⚫ Understand that the life of the city and people have changed over time.
⚫ Investigate interviews and look up materials such as maps, and compile them in achronological table.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the differences in transportation, public facilities, land use, population,living tools, etc. depending on the time of year, grasp the state of life of the city and27

people, and think about and express those changes.
３ Utilization of Content⑴
The content section (1) shall be handled as follows:a.
It will be dealt with in the introduction of the grade, and regarding point 1 of a.,consideration should be given to focusing on “our city.”b.
Regarding point 1, refer to the textbook “Map” (hereinafter referred to as “Atlas” in
Chapter 2, Section 2) when “summarizing on a blank map, etc.,” and refer to theorientation and main map symbols.
⑵ The content section (2) shall be handled as follows:a. Regarding points one of a. and b., select from farmers, factories, etc. as examples.
b. Regarding points two of a. and b., when dealing with “relationships with other regions andforeign countries” by looking at shops, use a map book etc. to identify and find out thenames and locations of prefectures and countries.
c. Regarding point two of b., understand that there are national flags in Japan and foreigncountries, and give consideration to cultivating an attitude of respecting them.
(3) The content section (3) shall be handled as follows:a. Regarding point one of a., “having a system to deal with emergencies” and “working toprevent” both fires and accidents should be taken up. At that time, devise effective
guidance such as focusing on either one.
b. Regarding point one of b., deal with important laws and rules in conducting social life, andconsider, select, and judge what we can do to protect the safety of the community andourselves.
⑷ The content section (4) shall be handled as follows:a. When “summarizing in a chronological table, etc.” in point one of a., take up the fact that
there are ways of expressing the time classification using the era names such as Showa andHeisei.
b. Regarding “public facilities” in point one of b., take up the fact that cities have promoted
the development of public facilities. At that time, touch on the role of tax.
c.
When introducing “population” in point one of b., consider the declining birthrate andaging population, internationalization, etc. so that students can think about the future
development of their city.
〔Grade 4〕
１ Objective
Aim to develop the following qualities and abilities through activities to pursue and solve
learning problems by exercising the viewpoints and ways of thinking of social events.
⑴ The characteristics of the geographical environment of our prefecture, the work that
supports the health and living environment of the local people, various activities to protect
the safety of the region from natural disasters, the tradition and culture of the region, andthe destination that has devoted itself to the development of the region. Students will
understand the work of people based on their relationship with people's lives, and acquire
the skills to research and organize necessary information through research activities, atlases,
and various specific materials.
⑵ Develop the ability to understand the characteristics and interrelationships of social events,
the ability to think about meaning, the ability to understand the issues found in society, theability to select and judge how to relate to society toward the solution, and the ability tothink and select and judge.
28

⑶ Cultivate an attitude of proactively trying to solve learning problems and an attitude of
thinking about a better society and making use of what we have learned in social life, as
well as pride in the local community through thinking and understanding. Foster love andawareness as a member of the community.
２ Content⑴ Guidance shall be given so that students can acquire the following items through activities
to pursue and solve learning problems regarding the state of prefectures (hereinafterreferred to as “prefectures” in Chapter 2, Section 2).
a. Acquire the following knowledge and skills:⚫ Get an overview of the geographical environment of our prefecture. Also, understandthe names and locations of the 47 prefectures.
⚫ Look up prefectures in an atlas or various materials and mark together in a blank map.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the location of our prefecture in Japan, the topography of the entire
prefecture, the distribution of major industries, the location of transportation
networks and major cities, etc., grasp the state of the prefecture and consider andexpress the characteristics of the geographical environment. thing.
⑵ Students shall be instructed to acquire the following items through activities to pursue andsolve learning problems in projects that support people’s health and living environment.
a. Acquire the following knowledge and skills:⚫ Understand that the business of supplying drinking water, electricity and gas is being
promoted to ensure a safe and stable supply, and that it helps maintain and improve
the healthy lives of local people.
⚫ Understand that the waste treatment business is being promoted for hygienic
treatment and effective use of resources, and that it is useful for maintaining andimproving the living environment.
⚫ Consolidate understanding by visiting / investigating and examining materials such asmaps.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the supply mechanism and route, cooperation of people inside andoutside the prefecture, etc., grasp the state of the business for supplying drinking
water, electricity, and gas, and think about and express the role played by thosebusiness.
⚫ Focusing on the treatment mechanism and reuse, cooperation of people inside andoutside the prefecture, etc., grasp the state of the business for waste treatment, andthink about and express the role that the business plays.
⑶ Instruct students to acquire the following items through activities to pursue and solve
learning problems in activities to protect people from natural disasters.
a. Acquire the following knowledge and skills:⚫ Understand that local organizations and people have cooperated in dealing withnatural disasters and are preparing for future disasters.
⚫ Consolidate understanding by conducting an interview survey or looking up materials
such as maps and chronological tables.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on local natural disasters that have occurred in the past, cooperation ofrelated organizations, etc., grasping activities to protect people from disasters,
thinking about their functions, and expressing them.
29

⑷ Guidance shall be given so that students can acquire the following items through activities
to pursue and solve learning problems regarding traditions, culture, and the work ofancestors in the prefecture.
a. Acquire the following knowledge and skills:⚫ Understand that the cultural properties and annual events in the prefecture have been
inherited by the local people, and that they contain various wishes of the people suchas the development of the region.
⚫ Understand that the ancestors who devoted themselves to the development of theregion contributed to the improvement of their lives at that time through various
hardships and efforts.
⚫ Make a chronological table by visiting / surveying or looking up materials such as maps.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the historical background, the process up to the present, and efforts forpreservation and succession, grasp the state of cultural properties and annual eventsin the prefecture, and think about and express people's wishes and efforts.
⚫ Focusing on the issues of the world and the wishes of the people at that time, grasping
concrete examples of the ancestors who contributed to the development of the region,and thinking about and expressing the work of the ancestors.
⑸ Guidance will be given so that students can acquire the following items through activities
to pursue and solve learning problems regarding the state of the unique areas in theprefecture.
a. Acquire the following knowledge and skills:⚫ Understand that people are working together to develop unique town development
and tourism industries in unique areas of the prefecture.
⚫ Look it up in an atlas or various materials and put it together in a blank map.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the location and natural environment of a distinctive area, the historicalbackground of people's activities and industries, and the cooperative relationships ofpeople, grasp the state of the area and think about and express those characteristics.
３ Utilization of Content⑴ The content of (2) shall be handled as follows:a. Regarding points one and two of a., mention that the mechanism has been systematically
improved and public health has improved up to the present.
b. Regarding point one of a. and b., select from drinking water, electricity, and gas as topics
for study.
c. Regarding point two of a. and b., select and pick up either garbage or sewage.
d. Regarding point one of b., consideration should be given so that we can think about, select,and judge what we can do, such as saving water and electricity.
e. Regarding point two of b., deal with important laws and rules in conducting social life, andgive consideration so that students can think about, select, and judge what we can do, suchas reducing the amount of garbage and devising ways to keep water clean. thing.
⑵ The content of (3) shall be handled as follows:a. Regarding point one of a., from earthquake disasters, tsunami disasters, storms and floods,
volcanic disasters, snow disasters, etc., select and pick up those that have occurred in theprefecture in the past.
b. Regarding the “related organizations” in point one of a. and b., focus on the functions of
the prefectural office and city hall, disseminate disaster prevention information, secure30

evacuation systems, and work with national organizations such as the Self-Defense Forces.
Regarding point one of b., consideration should be given so that we can think about, select,and judge what we can do, such as anticipating possible disasters in the area and making
necessary preparations on a daily basis.
⑶ The content of (4) shall be handled as follows
a.
Regarding point one of a., make it possible to roughly understand the main culturalproperties and annual events in the prefecture, and for B (A), take up specific examples
from them.
b. Regarding point two of a. and b., select and pick up from the ancestors who havecontributed to the development of the region such as development, education, medicalcare, culture, and industry.
c. Regarding point one of b., consideration should be given to thinking, selecting, and judging
what we can do in relation to the preservation and inheritance of local traditions andculture.
(4) The content of (5) shall be handled as followsa.
In addition to making it possible to roughly understand the distinctive areas of theprefecture, pick up areas where local industries that make use of traditional techniques are
thriving, areas that are engaged in international exchange, and areas that protect and utilize
local resources. At that time, for areas that protect and utilize local resources, select either
the natural environment or traditional culture.
b.
When dealing with regions that are engaged in international exchange, be careful tounderstand that there are national flags in Japan and abroad, and to develop an attitude ofrespecting them.
c.

〔Grade 5〕
１ Objective
Aim to develop the following qualities and abilities through activities to pursue and solve
learning problems by exercising the viewpoints and ways of thinking of social events.
(1) Understand the characteristics of the geographical environment of Japan, the current stateof industry, the relationship between social informatization and industry, based on therelationship with people's lives, and through various basic materials such as atlases, globes,
and statistics. Acquire the skill to properly examine and organize information.
⑵ Ability to think about the characteristics and mutual relationships of social events frommultiple angles, the ability to think about the meaning from multiple angles, the ability to
grasp the issues found in society, and to select and judge how to relate to society toward
the solution, what to think and select. Develop the ability to explain judgments and discuss
based on such.
⑶ Regarding social events, cultivate an attitude of proactively trying to solve learning
problems and an attitude of trying to utilize learning to think about a better society in oursocial life, and through multifaceted thinking and understanding, Japan's love for the land
and the development of the country’s industry, and cultivate awareness as a citizen who
will bear the future of the country.
２ Content⑴ Guidance shall be given so that students can acquire the following items through activities topursue and solve learning problems regarding the state of Japan's land and people's lives.
a. Acquire the following knowledge and skills:
31

⚫

b.

⑵
a.

b.

⑶
a.

b.

To roughly understand the position of Japan's land in the world, the composition of
the land, and the scope of the territory.
⚫ To understand the outline of the topography and climate of Japan and to understandthat people are adapting to the natural environment.
⚫ Consolidate understanding using atlases, globes, and various materials.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the continents and main oceans of the world, the positions of majorcountries, and the composition of the land consisting of many islands surrounded by
the ocean, grasp the state of Japan's land, and consider and express its characteristics.
⚫ Focusing on the topography and climate, we will capture the lives of people in areasthat are unique in terms of the nature of the country and the natural conditions, andconsider and express the characteristics of the natural environment of the country andthe relationship between them and people's lives.
Students shall be instructed to acquire the following items through activities to pursue andsolve learning problems regarding food production in Japan's agriculture and fisheries.
Acquire the following knowledge and skills:⚫ Understand that Japan's food production is carried out by taking advantage of natural
conditions and plays an important role in securing food for the people.
⚫ Understand that people involved in food production support food production by
striving to improve productivity and quality, devising transportation methods and sales
methods, and delivering high-quality food to consumption areas.
⚫ Consolidate understanding using atlases, globes, and various materials.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the types and distribution of products, changes in production volume, andrelationships with foreign countries such as imports, grasp the outline of foodproduction, and consider and express the role that food production plays in people's
lives.
⚫ Focusing on the production process, people's cooperative relationships, technologicalimprovements, transportation, prices and costs, etc., grasp the ingenuity and effortsof people involved in food production, and think about and express their functions.
Guidance shall be given so that students can acquire the following items through activities
to pursue and solve learning problems in Japan's industrial production.
Acquire the following knowledge and skills:⚫ Understand that various industrial productions are carried out in Japan, that there aremany industrial areas in the country, and that industrial products play an importantrole in improving the lives of the people.
⚫ Understand that people involved in industrial production support industrial
production by responding to consumer demand and changes in society and making
various ingenuity and efforts to produce excellent products.
⚫ Understand that trade and transportation play an important role in supporting
industrial production in securing raw materials and selling products.
⚫ Consolidate understanding using atlases, globes, and various materials.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the types of industry, the distribution of areas where industry is thriving,
and the improvement of industrial products, grasp the outline of industrial production,and think about and express the role that industrial production plays in people's lives.
⚫ Focusing on the manufacturing process, mutual cooperation between factories,
excellent technology, etc., grasp the ingenuity and efforts of people involved in32industrial production, and think about and express their functions.
Focusing on the expansion of the transportation network and relations with foreigncountries, grasp the state of trade and transportation, and think about and express
their roles.
Students shall be instructed to acquire the following items through activities to pursue andsolve learning problems regarding the relationship between Japanese industry andinformation.
Acquire the following knowledge and skills:⚫ Understand that industries such as broadcasting and newspapers have a great impact
on people's lives.
⚫ Understand that the utilization of large amounts of information and information andcommunication technology is developing various industries and improving people's
lives.
⚫ Consolidate understanding by conducting interview surveys and examining various
materials such as videos and newspapers.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the ingenuity and efforts to collect and disseminate information, grasp thestate of industries such as broadcasting and newspapers, and think about and express
the role that these industries play in people's lives.
⚫ Focusing on the types of information and how to utilize information, grasp the current
state of information utilization in industry, and think about and express the role thatindustries that develop by making use of information play in people's lives.
Students will be instructed to acquire the following items through activities to pursue andsolve learning problems regarding the relationship between the natural environment ofJapan and people's lives.
Acquire the following knowledge and skills:⚫ Understand that natural disasters occur in relation to the natural conditions of the land,
and that the national and prefectural governments are implementing various
measures and projects to protect the land from natural disasters and protect the livesof the people.
⚫ Understand that forests play an important role in the conservation of the land throughvarious ingenuity and efforts of people engaged in their cultivation and conservation.
⚫ Understand that the various efforts of related organizations and local people havemade efforts to prevent pollution and improve the living environment, and tounderstand the importance of protecting the national environment and the healthy
lives of the people from pollution.
⚫ Consolidate understanding by using atlases and various materials.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the type of disaster, the location and timing of the occurrence, disasterprevention measures, etc., grasp the situation of natural disasters in the country, andconsider and express the relationship with natural conditions.
⚫ Focusing on the distribution and function of forest resources, grasp the environmentof the national land, and think about and express the role that forest resources play.
⚫ Focusing on the time and course of pollution, the cooperation and efforts of people,
etc., grasp the pollution prevention efforts, and think about and express their functions.
⚫

⑷

a.

b.

⑸

a.

b.

３ Utilization of Content⑴
The content of (1) shall be handled as follows:
33

a.
b.
c.

d.

⑵
a.

b.

⑶
a.

b.

⑷
a.

b.

⑸
a.
b.

Regarding the “territory range” in point one of a., mention that Takeshima, the Northern
Territory, and the Senkaku Islands are unique territories of Japan.
Regarding point three of a., use a map book or a globe to introduce how to represent
positions by direction, latitude, longitude, etc.
Regarding the “main countries” in point one of b., the official country names for eachshould also be introduced, and the neighboring countries should be included. At that time,
understand that there are national flags in Japan and other countries, and take care tocultivate an attitude of respecting them.
Regarding “Areas that are distinctive in terms of natural conditions” in point two of b., theareas that are distinctive in terms of topographical conditions and climatic conditions
should be discussed.
The content of (2) shall be handled as follows:
Regarding point two of a. and b., investigate through concrete examples of areas where
food production is prosperous, and in addition to rice cultivation, pick up one fromvegetables, fruits, livestock products, marine products, etc.
Regarding points one and two of b., consider from the standpoints of consumers andproducers, and give consideration so that you can put together your own thoughts on the
future development of agriculture.
The content of (3) shall be handled as follows:
Regarding point two of a. and b., investigate through concrete examples of areas whereindustry is thriving, and pick up one from the metal industry, machinery industry, chemicalindustry, food industry, and so on.
Regarding point one and two of b., consider from the standpoints of consumers andproducers, and give consideration so that you can put together your own thoughts on the
future development of the industry.
The content of (4) shall be handled as follows:
Regarding “Industry such as broadcasting and newspapers” in point one of a., select fromone of the industries. At that time, think about the effective use of information from thestandpoints of the sender and receiver of information, and realize that it is important tomake a correct judgment as a receiver and to take responsibility as a sender. thing.
Regarding point two of a. and b., choose from the industries related to sales, transportation,
tourism, medical care, welfare, etc. that are developing by utilizing information andinformation technology. At that time, consider from the standpoints of industry and thepeople, and give consideration so that you can put together your own thoughts on thedevelopment of industry and the improvement of people's lives with the progress of
informatization.
The content of (5) shall be handled as follows:
Regarding point one of a., select from the following topics: earthquake disasters, tsunami
disasters, storm and flood disasters, volcanic disasters, snow disasters, etc.
Regarding point three of a. and b., select specific cases of air pollution, water pollution, etc.

c. Regarding points two and three of b., consideration should be given so that we can think
about, select, and judge what we can do about environmental conservation of the country.
〔Grade 6〕
１ Objective
Develop the following qualities and abilities through activities to pursue and solve learning34

problems by exercising the viewpoints and ways of thinking of social events.
⑴ Understand the way of thinking, mechanism and work of Japan's politics, the achievements
and excellent cultural heritage of predecessors who played a major role in the developmentof the nation and society, the life of a country closely related to Japan, and the role of Japanin the globalizing international community. At the same time, students will acquire the skills
to properly examine and organize information through various basic materials such asatlases, globes, statistics and chronological tables.
⑵ Gain the ability to think about the characteristics and mutual relationships of social eventsfrom multiple angles, the ability to think about the meaning from multiple angles, the ability
to grasp the issues found in society, and to select and judge how to relate to society toward
the solution, what to think and select, and develop the ability to explain judgments anddiscuss based on them.
⑶ Through multifaceted thinking and understanding, along with cultivating an attitude ofproactively trying to solve learning problems and an attitude of thinking about a better
society and trying to make use of what we have learned in our social life. To cultivate thefeeling of loving Japan by valuing the history and traditions of Japan, the awareness of being
a citizen who will bear the future of Japan, and the importance of living with the people ofthe countries of the world as a Japanese who wishes for peace.
２ Content⑴ Guidance will be given to the work of politics in Japan so that students can acquire thefollowing items through activities to pursue and solve learning problems.
a. Acquire the following knowledge and skills:⚫ The Constitution of Japan stipulates the basics of the nation and people's lives such as
the ideals of the nation, the status of the Emperor, the rights and obligations of thepeople, and the current democratic politics of Japan is based on the basic idea of theConstitution of Japan. Understand how the three powers of legislation, administration,and judiciary play their respective roles.
⚫ Understand that the politics of national and local governments play an important rolein stabilizing and improving the lives of people under the concept of popularsovereignty.
⚫ Consolidate understanding by visiting, investigating, and examining various materials.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the basic idea of the Constitution of Japan, grasping the democratic
politics of Japan, considering and expressing the role that the Constitution of Japan
plays in people's lives and the relationship between the Diet, the Cabinet, courts andthe people.
⚫ Focusing on the content of policies, the process from planning to implementation, andthe relationship with laws and budgets, grasp the political efforts of national and local
governments, and think about and express the workings of politics in people's lives.
⑵
Students shall be instructed to acquire the following items through activities to pursue
and solve learning problems regarding major events in Japan's history.
a. Acquire the following knowledge and skills. At that time, understand the general history,
the achievements of the related ancestors, and the excellent cultural heritage, using themain events in the history of Japan as clues.
⚫ Understand that the hunter-gatherer, farming life, burial mounds, and unification by
the Yamato court (Yamato administration) changed administration from village-levelto country-level. At that time, be interested in the way of thinking about the formation35

of the country, using myths and folklore as clues.
Understand that politics centered on the Emperor was established based on theingestion of continental culture, the reform of Taika Reform, and the construction of
the Great Buddha.
⚫ Understand that Japanese-style culture was born based on the life and culture ofaristocrats.
⚫ Understand that the politics of the samurai began with the battle of Genpei, thebeginning of the Kamakura Shogunate, and the battle with the former.
⚫ Understand that the Muromachi culture, which is connected to today's living culture,
was born from the typical buildings and paintings of the time when the Shogunate was
set up in Muromachi, Kyoto.
⚫ Understand that the world of the Warring States was unified with the introduction of
Christianity and the unification of the world of Oda and Toyotomi as clues.
⚫ Understand that the politics of the samurai was stable, based on the beginning of the
Edo Shogunate, the policies of the Shogunate such as the change of attendance andthe isolation of the country, and the status system.
⚫ Understand that the culture of the townspeople prospered and new scholarship took
place, using Kabuki, ukiyo-e, national studies, and Dutch studies as clues.
⚫ Understand that Japan has taken the opportunity of the Meiji Restoration to promote
modernization while incorporating Western culture, with the arrival of the Kurofune,reforms such as the abolition of the feudal clan and the equality of the four peoples,
and the civilization.
⚫ Understand that Japan's national power has been enhanced and its international
status has improved with the promulgation of the Constitution of the Empire of Japan,
the Sino-Japanese War, the Russo-Japanese War, the revision of treaties, and thedevelopment of science.
⚫ With the clues of the Sino-Japanese War, World War II related to Japan, theestablishment of the Constitution of Japan, and the holding of the Olympics andParalympics, Japan started as a democratic nation after the war, improving people's
lives and in the international community. Understand that it has played an importantrole in.
⚫ Search and summarize materials such as archaeological sites, cultural properties, maps
and chronological tables.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the state of the world, the work of people, and typical cultural heritage,
grasp the main events in the history of Japan, think about the development of thehistory of Japan, and think about the meaning of learning history and express it.
Students will be instructed to acquire the following items through activities to pursue andsolve learning problems regarding the role of the globalizing world and Japan.
Acquire the following knowledge and skills:⚫ It is important to understand that the lives of people in countries that are closely
connected to Japan in terms of economy and culture are diverse, to interact with othercountries through sports and culture, and to respect different cultures and customs.
⚫ Understand that Japan plays an important role as a member of the United Nations forthe realization of a peaceful world, and provides assistance and cooperation for thedevelopment of other countries.
⚫ Consolidate understanding with atlases, globes, and various materials.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:
36
⚫

b.

⑶
a.

b.

⚫
⚫

Focusing on the lifestyles of foreigners, grasping the differences from Japanese culture
and customs, and thinking about and expressing the role of international exchange.
Focusing on cooperation and cooperation for solving issues that are occurring on a
global scale, grasping the work of the United Nations and the state of Japan's
international cooperation, and thinking about and expressing the role that Japan playsin the international community.

３ Utilization of Content⑴ The content of (1) shall be handled as follows:a. Regarding the content of point one in a., it deals with the meaning of parliamentary politics
such as the Diet and elections, the mutual relationship between the three powers of theDiet, the Cabinet and the courts, the role of the lay judge system and taxes. At that time,
consider how to relate to politics as a nation in relation to point one of b. so that you can
put together your own thoughts.
b. Regarding the “position of the Emperor” in point one of a., take up matters that are easy
for children to understand, such as acts related to the emperor's national affairs stipulated
in the Constitution of Japan, and while trying to relate to learning about history,
understanding and respect for the Emperor to deepen one’s feelings. Regarding “rights andobligations as a citizen,” suffrage and obligations to pay taxes should be discussed.
c. Regarding “Politics of national and local governments” in point two of a., select from social
security, recovery and reconstruction from natural disasters, and regional development andrevitalization.
d. When instructing the relationship with the people regarding the “National Diet” in @point
one of b., care should be taken so that each person can be interested in the national
holidays and think about the significance of Japan's society and culture.
⑵ The content of (2) shall be handled as follows:a. Regarding the first 11 points of a., emphasize the interests and interests of children, anddevise ways to place emphasis on the people to be picked up and cultural heritage, etc. Atthat time, consider the stage of child development when instructing point 11.
b. Regarding the first 11 points of a., for example, those designated as national treasures,
important cultural properties, and those registered as world cultural heritage are taken up
and learned through representative cultural heritage of Japan.
c. Regarding the first 10 points of a., for example, take up the following persons and instructthem to learn through the work of the persons: Himiko, Shotoku Taishi, Ono no Imoko，Prince Naka no Oe，Nakatomi Kamatari，Emperor Shoumu，Gyouki，Ganjin，Fujiwara no
Michinaga，Murasaki Shikibu，Sei Shonagon，Taira no Kiyomori， Minamoto no Yoritomo，
Minamoto no Yomune，Hojo Tokimune，Ashikaga Yoshimitsu，Ashikaga Yoshimasa，Sesshu，Xavier，Oda Nobunaga，Toyotomi Hideyoshi，Tokugawa Ieyasu，Tokugawa Iemitsu，Chikamatsu Monzaemon，Utagawa Hiroshige，Motoori Norinaga，Sugita Genbaku，Ino
Tadatake，Perry，Katsu Kaisho，Saigo Takamori，Okubo Toshimichi，Kido Takayoshi，Emperor Meiji，Fukuzawa Yukichi，Okuma Shigenobu，Itagaki Taisuke，Ito Hirobumi，Mutsu Munemitsu，Togo Heihachiro，Komura Jutaro，Noguchi Hideod.

Regarding the “myths and folklore” of point one in a., pick up the appropriate ones from
Kojiki, Nihon Shoki, Fudoki, etc.

e.

Regarding points two to 11 in a., pay attention to the relationship with the world at thattime and give consideration so that the history of Japan can be grasped from a broad37

perspective.
Regarding point 11 of a., teach how to read materials such as chronological tables andpaintings, paying attention to the characteristics of the materials.
g. Regarding point one of b., Japan has a long history and has nurtured traditions and cultures
throughout history learning, and the history of Japan can be divided into several periods
according to the political center and the state of the world. Try to think about the meaning oflearning history, such as thinking about the relationship between our current life and past events,
and thinking about current and future development based on past events.
⑶ The content of (3) shall be handled as follows:a. Regarding the content of a., consider understanding the significance of the national flagand national anthem of Japan and cultivating an attitude of respecting it, as well as cultivating
an attitude of respecting the national flags and national anthems of other countries as well.
b. Regarding point one of a., pick up several countries from countries that have close ties
with Japan. At that time, care should be taken so that the child selects one country to investigate.
c. Regarding point one of a., care should be taken to cultivate an attitude of respecting the
traditions and cultures of Japan and other countries.
d. Regarding the content of b., care should be taken so that students can consider, select,and judge what is important for living with the people of the world and the role that Japan shouldplay in the international community in the future.
e.
In order to avoid exhaustive and abstract treatment of point two in b., UNICEF and
UNESCO's familiar activities should be taken up in the “work of the United Nations.” In addition,“Japan's international cooperation” should be selected from examples that contribute to theworld in fields such as education, medical care, and agriculture.
f.

III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan:⑴ Foresee the unit and other contents and time, and try to realize proactive, interactive anddeep learning of children toward the development of qualities and abilities to be nurtured init. At that time, learn methods for problem solving, that use various perspectives and waysof thinking about social events, thinking about the characteristics and meanings of events,
and acquiring knowledge about concepts to look back on the learning process and results.
Enhance activities to pursue and solve learning problems, such as utilization.
⑵ Based on the goals and contents of each grade, devise a way to pick up cases, and create aneffective annual instruction plan while paying attention to the arrangement of contents andthe allocation of class hours.
⑶ By the time students graduate from elementary school, they should be able to give names
and locations of 47 prefectures in Japan and the names and locations of the continents andmajor oceans of the world, checking each time using a map book or globe while associatingwith the learning content.
⑷ For children with disabilities, systematically devise instruction content and instruction
methods according to the difficulties that arise when conducting learning activities.
⑸ Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with morals, etc., the characteristics of social studies regarding
the contents shown in Chapter 3 Special Subjects Morals give appropriate guidance
according to the situation.
２ Regarding the handling of the content of the second section, the following matters shall betaken into consideration:⑴
At each school, make use of the actual conditions of the area so that children can engage
38

in learning with interest, and further learning with concrete experiences including research
activities such as observation, tours, and listening, and expression activities based on it toenhance learning. In addition, logically explain our multifaceted thoughts, choices, andjudgments about the characteristics and meanings of social events, issues found in society,etc., and clarify our position and grounds for discussion. Emphasis is placed on learning
related to language activities.
⑵
Use school libraries, public libraries, computers, etc. to collect and summarize information.
Also, use an atlas in all grades.
⑶ In addition to utilizing facilities such as museums and museums, incorporate research
activities on archaeological sites and cultural properties in familiar areas and territories. In
addition, try to collaborate with experts, related parties, and related organizations related
to the content.
(4) Considering the stage of child's development, consider presenting various views on social
events so that the child's thoughts deepen, and it is useful and appropriate when taking up
matters with various views and uncertainties. In addition to teaching based on various
teaching materials, children can think from multiple angles and objectively consider facts bybiased treatment such as overemphasizing specific matters and taking up one-sided views
without sufficient consideration. Be careful not to prevent facts being considered objectively
and judged fairly.

39Section 3

MATHEMATICSI OVERALL OBJECTIVES
The aim is to develop the qualities and abilities to think mathematically through mathematicalactivities by exercising mathematical viewpoints and ways of thinking.
⑴ Understand the basic concepts and properties of quantities and figures, and acquire theskills to mathematically process everyday events.
⑵ Using mathematical expressions, the ability to mathematically grasp everyday events, havea perspective, and consider them in a logical manner, the ability to discover basic / basic
quantities and the properties of figures, and to consider them in an integrated anddevelopmental manner. Develop the ability to express events concisely, clearly, accurately
and flexibly according to the purpose.
⑶ Create an awareness of the joy of mathematical activities and the goodness of mathematics,
cultivate an attitude of looking back on learning and trying to solve problems better, andan attitude of trying to apply what you learned in mathematics to your life and learning.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 1〕
１ Objectives⑴
Understand the concept of numbers, how to express them, and the meaning of
calculations, gain experience that is the basis for understanding the relationship between
quantities, figures, and quantities, enrich the sense of quantities and figures, and calculate
addition and subtraction. To acquire skills such as doing things, composing shapes,
comparing the sizes of quantities around us, and expressing them in simple pictures andfigures.
⑵ Gain an ability to focus on the number of things and think about how to count and calculate
numbers using concrete objects and figures, to grasp features by focusing on the shape ofthings, and to think about the composition of shapes through concrete operations. Develop
the ability to grasp the characteristics of things around us by focusing on the quantity andthink about how to compare the magnitude of the quantity, and the ability to grasp thecharacteristics of events around us by focusing on the number of data.
⑶ Become familiar with quantities and figures, and cultivate an attitude of learning whilefeeling the goodness and fun of learning in mathematics.
２ Content
Ａ Numbers and Calculations⑴ Instruct students to acquire the following items through mathematical activities related tothe composition and representation of numbers.
a. Acquire the following knowledge and skills:⚫ Compare numbers of objects by making one-to-one correspondence between objects⚫ Correctly count or represent the number and order of objects⚫ Make a sequence of numbers and to put numbers on a number line by judging the size
and the order of the numbers⚫ Consider a number in relation to other numbers by regarding it as a sum or difference40

of other numbers⚫ Understand the representations of two-digit numbers⚫ Get to know the representations of three-digit numbers in simple cases⚫ Consider numbers using ten as a unit
⚫ Organize and represent concrete objects by counting or dividing them into equal partsb. Acquire the following thinking ability, judgment ability, expressive ability, etc.
⚫ Focus on the group of numbers, think about how to compare and count the size of
numbers, and make use of them in daily life.
⑵
Instruct students to acquire the following items through mathematical activities related
to addition and subtraction.
a. Acquire the following knowledge and skills:⚫ Help pupils understand the meaning of addition and subtraction, and get to know
situations where addition and subtraction are used.
⚫ Express the scene where addition and subtraction are used in an expression, or to readan expression.
⚫ Explore ways of addition of two one-digit numbers, and subtraction as the inverse
operation, and to do these calculations accurately.
⚫ Explore ways of addition and subtraction of two-digit numbers and so on in simple
cases.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:.
⚫ Focusing on the relationship between quantities, thinking about the meaning andmethod of calculation, and making use of it in daily life.
Ｂ Geometrical Figures⑴
Instruct students to acquire the following items through mathematical activities related
to the shape of things around them.
a. Acquire the following knowledge and skills:⚫ Recognize the shape of things and know the characteristics of the shape.
⚫ Making and disassembling shapes using concrete objects.
⚫ Describe the position of an object by using words about the direction and position suchas front and back, left and right, and up and down.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the shape of things, grasping the characteristics of things around us, andthinking about the composition of shapes through concrete operations.
Ｃ Measurements⑴
Instruct students to acquire the following items through mathematical activities related
to the size of personal belongings.
a. Acquire the following knowledge and skills:⚫ Directly compare the amount of length, width, bulk, etc. by a specific operation, or tocompare using other things.
⚫ Using the size of things around you as a unit, compare the sizes by some of themb. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the characteristics of things around us, finding a way to compare the sizeof the quantity⑵
Instruct students to acquire the following items through time-related mathematicalactivities.
a. Acquire the following knowledge and skills:。
41

⚫ Reading the time in daily life.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Associate time with daily life using time reading.
Ｄ Utilization of Data
⑴ Instruct students to acquire the following items through mathematical activities related toquantity organization.
a. Acquire the following knowledge and skills::⚫ Representing the number of things in simple pictures and figures, and reading them.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the number of data and capture the characteristics of events around you。
〔Mathematical activity〕⑴ Regarding the learning shown in the contents “A Numbers and Calculation,” “B GeometricalFigures,” “C Measurement” and “D Utilization of Data,” the following mathematicalactivities shall be undertaken:
a. Activities to find out the quantity and shape by observing the events around us andmanipulating concrete objects
b. Activities to solve problems in daily life using concrete objects and to confirm the resultsc. Activities to solve math problems using concrete objects and check the resultsd. Activities to express the process and results of problem solving using concrete objects andfigures〔Terminology / Symbols〕
Ones place Tens place ＋ − ＝〔Grade 2〕
１ Objective⑴ Deepen understanding of the concept of numbers, understand the meaning and nature ofcalculations, the basic concept of figures, the concept of quantities, simple tables andgraphs, etc. To acquire skills such as calculation of subtraction and multiplication,
composition of figures, measurement of length and bulk, and representation in tables andgraphs.
⑵ Focusing on the relationship between numbers and their expressions and quantities, theability to consider how to represent and calculate numbers using concrete objects andfigures as necessary, and the features of plane figures to focus on the elements that makeup the figures. The ability to grasp and consider the events around us from the nature of
the figure, the ability to grasp the characteristics of things around us by focusing on thequantity, and the ability to accurately express the events around us using the unit ofquantity, and the events around us in the data. Develop the ability to focus on features andexpress and consider them concisely.
⑶ Develop an attitude of being willing to be involved in quantities and figures, looking backon mathematical expressions and processing, noticing the goodness of mathematicalprocessing, and trying to utilize it in daily life and learning.
２ Content
42

Ａ Numbers and Calculations⑴ Instruct students to acquire the following items through mathematical activities related tothe composition and representation of numbers.
a. Acquire the following knowledge and skills:⚫ Counting in groups of the same size, or classifying and counting.
⚫ Understand how numbers are represented by the decimal notation system and themagnitude and order of numbers up to the fourth digit.
⚫ Understand the relative magnitude of numbers, such as looking at numbers in units oftens or hundreds.
⚫ Try to relate one number to another, such as the product of another.
⚫ Classify and organize simple things and express them using numbers。
⚫ Know about simple fractions such as 1/2 and 1/3.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the group of numbers, think about how to compare and count the size oflarge numbers, and make use of them in daily life.
(2) Instruct students to acquire the following items through mathematical activities related toaddition and subtraction.
a. Acquire the following knowledge and skills:⚫ Understand that the addition of two-digit numbers and the subtraction of the opposite
can be performed based on the basic calculations of one-digit numbers, etc., and those
calculations can be performed reliably. Also, understand how to calculate them.
⚫ For simple cases, know how to calculate addition and subtraction such as three-digit
numbers.
⚫ Understand the properties that hold for addition and subtraction.
⚫ Understand the interrelationship between addition and subtraction.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, thinking about how to calculate andfinding properties that hold true for calculations, and making use of those properties
to devise calculations and confirm calculations.
⑵
Instruct students to acquire the following items through mathematical activities related
to multiplication.
a. Acquire the following knowledge and skills:⚫ Understand the meaning of multiplication and know when it is used.
⚫ Express a scene in which multiplication is used in an expression or to read an
expression.
⚫ Understand the simple properties of multiplication.
⚫ Know about 9 x 9 multiplication tables and be able to calculate the multiplication of
1st place and 1st place.
⚫ For simple cases, know how to calculate the multiplication of 2nd place and 1st place.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, think about the meaning and methodof calculation, find out the properties that hold for calculations, and utilize those
properties to devise calculations and confirm calculations.
⚫ Focus on the relationship between quantities and apply calculations to daily life.
Ｂ Geometrical Figures⑴
Instruct students to acquire the following items through mathematical activities related
to figures.
43

a. Acquire the following knowledge and skills::⚫ Know about triangles and quadrangles.
⚫ Learn about squares, rectangles, and right triangles.
⚫ Understand the box-shaped objects made up of square and rectangular faces, andconstruct and disassemble them.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the elements that make up a figure, think about how to make it, and grasp
the shapes of things around you as a figure.
Ｃ Measurement⑴ Instruct students to acquire the following items through mathematical activities related tounit of quantity and measurement.
a. Acquire the following knowledge and skills:⚫ Learn about the units of length (millimeters (mm), centimeters (cm), meters (m)) andthe units of volume (milliliters (mL), deciliters (dL), liters (L)) and understand themeaning of measuring.
⚫ Make a rough estimate of the length and bulk, and select the appropriate unit tomeasure.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the characteristics of things around us, accurately expressing andcomparing the size of the quantity in units according to the purpose.
⑵ Instruct students to acquire the following items through mathematical activities related totime and time.
a. Acquire the following knowledge and skills:⚫ Know about days, hours, and minutes, and understand their relationships.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the unit of time and make use of time and time in daily life.
Ｄ Utilization of Data⑴
Instruct students to acquire the following items through mathematical activities related
to data analysis.
a. Acquire the following knowledge and skills:⚫ Sort and organize the quantities around you, and use simple tables and graphs torepresent and read them.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the viewpoint of organizing data, and consider events around you using
tables and graphs.
〔Mathematical Activities〕⑴ Regarding the learning shown in the contents “A Numbers and Calculation,” “B GeometricalFigures,” “C Measurement” and “D Utilization of Data,” the following mathematicalactivities shall be undertaken:⚫ Activities related to quantities and figures by observing events around us andmanipulating concrete objects.
⚫ Activities to solve arithmetic problems found from everyday events using concrete
objects, figures, numbers, formulas, etc., and to confirm the results.
⚫ Activities to solve math problems found from everyday events using concrete objects,
44

⚫

figures, numbers, formulas, etc., and check the results by using concrete objects,
figures, numbers, formulas, etc.
Activities to express and communicate problem-solving processes and results using
concrete objects, figures, numbers, formulas, etc.

〔Terminology / Symbols〕
Straight line right-angle vertex edge

face

unit

×

＞ ＜

３ Handling of Contents⑴ Regarding (1) of the content “A Numbers and Calculation,” 10,000 shall also be introduced.
⑵ For (2) of the content “A Numbers and Calculation,” ( ) or □ can be used if necessary. In
addition, consideration shall be given to the estimation of the calculation results.
(3) Regarding (c) of ⑵ of “A Numbers and Calculation” in the content, the commutative law
and associative property shall be introduced.
(4) Regarding (c) of (3) of “A Numbers and Calculation” in the content, mainly deal with how toincrease the product and the commutative law when the multiplier increases by one.
(5) In relation to second point of (1) a. of the content “B Geometric Figures,” make it clear thatsquares and rectangles are often used around us, and care shall be taken to enrich theunderlying experience of operational activities such as spreading out planes by laying them
down.
〔Grade 3〕
１ Objective⑴ Understand how to represent numbers, the meaning and properties of integer calculations,the meaning and representation of decimals and fractions, the basic concept of figures, theconcept of quantities, bar graphs, etc. to acquire skills such as calculating integers,
constructing figures, measuring length and weight, and displaying them in tables and graphs.
⑵ Focusing on the relationship between numbers and their expressions and quantities, theability to consider how to represent and calculate numbers using concrete objects andfigures as necessary, and the features of plane figures to focus on the elements that makeup the figures; the ability to grasp and consider the events around us from the nature of
the figure; the ability to grasp the characteristics of things around us by focusing on thequantity; and the ability to accurately express the events around us using the unit ofquantity, and the events around us in the data Focus on the characteristics and cultivate
the ability to express concisely and make appropriate decisions.
⑶ Develop an attitude of being willing to be involved in quantities and figures, looking backon mathematical expressions and processing, noticing the goodness of mathematicalprocessing, and trying to utilize it in daily life and learning.
２ Content
Ａ Numbers and Calculations(1) Instruct students to acquire the following items through mathematical activities related to
how to represent integers.
a. Acquire the following knowledge and skills:⚫ Know about 10,000 units.
⚫ Know the numbers of 10 times, 100 times, 1000 times, 1/10 size and how to express
them.
45

⚫ Deepen your understanding of the relative magnitude of numbers.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the group of numbers, think about how to compare and express the size oflarge numbers, and make use of them in daily life.
⑵ Instruct students to acquire the following items through mathematical activities related toaddition and subtraction.
a. Acquire the following knowledge and skills:⚫ Understand that addition and subtraction of 3rd and 4th digits can be calculated basedon basic calculations of 2nd digit and so on. Also, understand how to calculate them.
⚫ Be sure to calculate addition and subtraction and use them appropriately.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, think about how to calculate andfinding properties that hold true for calculations, and making use of those properties
to devise and confirm calculations.
⑶ Instruct students to acquire the following items through mathematical activities related tomultiplication.
a. Acquire the following knowledge and skills:⚫ Understand that multiplication calculations by multiplying 2nd and 3rd places by 1st
and 2nd places can be done based on basic calculations such as multiplication tables.
Also, understand how to do long division.
⚫ Make sure students can calculate using multiplication appropriately.
⚫ Understand the properties that hold for multiplication.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, thinking about how to calculate andfinding properties that hold true for calculations, and making use of those properties
to devise and confirm calculations.
⑷ Instruct students to acquire the following items through mathematical activities related todivision.
a. Acquire the following knowledge and skills.
⚫ Understand the meaning of division and know when it is used. Also, know about theremainder.
⚫ Express the situation in which division is used in an expression or to read theexpression.
⚫ Understand the relationship between division and multiplication and subtraction.
⚫ Be able to reliably calculate divisions in which both the divisor and the quotient are
first order.
⚫ For simple cases, know how to calculate the division with the divisor as the first orderand the quotient as the second order.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, think about the meaning and methodof calculation, find out the properties that hold for calculations, and make use of those
properties to devise calculations and confirm calculations.
⚫ Focus on the relationship between quantities and apply calculations to daily life.
⑸ Instruct students to acquire the following items through mathematical activities related todecimal numbers and how to express them.
a. Acquire the following knowledge and skills:⚫ Knowing to use decimals to represent the size of fractional parts. Also, learn how torepresent decimal numbers and the 1/10 digit.
46⚫

Understand the meaning of addition and subtraction of decimal numbers up to the 1/ 10th place, and know that they can be calculated.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the group of numbers, consider whether it is possible to compare andcalculate the size of numbers even with decimal numbers, and make use of decimal
numbers in daily life.
⑹ Instruct students to acquire the following items through mathematical activities related to
fractions and how to express them.
a. Acquire the following knowledge and skills:。
⚫ Know that fractions are used to represent the size of parts that can be divided into
equal parts and the size of fractional parts. Also, know how to represent fractions.
⚫ Knowing that a fraction can be represented by a fraction of the unit fraction.
⚫ Understand the meaning of addition and subtraction of fractions in simple cases andto know that they can be calculated.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the unity of numbers, consider whether it is possible to compare andcalculate the size of numbers even with fractions, and make use of fractions in dailylife.
⑺ Instruct students to acquire the following items through mathematical activities related toformulas that express the relationship between quantities.
a. Acquire the following knowledge and skills:⚫ Understand the formulas that express the relationship between quantities, express thequantity using □, etc., and express the relationship in the formula, or apply numbers
to □, etc. to investigate.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, express the relationship between
quantities briefly using figures and formulas, and read formulas by associating
formulas with figures.
(8) Students will be instructed to acquire the following items through mathematical activities
related to the expression and calculation of numbers using the abacus.
a. Acquire the following knowledge and skills:⚫ Know how to represent numbers with an abacus.
⚫ Know and calculate simple addition and subtraction calculations.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the mechanism of the abacus and think about how to calculate large anddecimal numbers.
Ｂ Geometrical Figures⑴
Instruct students to acquire the following items through mathematical activities related
to figures.
a. Acquire the following knowledge and skills:⚫ Learn about isosceles triangles, equilateral triangles, etc., and gradually pay attention
to their relationships through drawing.
⚫ Know about corners in relation to basic shapes.
⚫ Know the center, radius, and diameter of a circle. Also, know the diameter of thesphere in relation to the circle.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the elements that make up a figure, think about how to compose it, discover47

the properties of the figure, and grasp the shapes of things around you as a figure.
Ｃ Measurement⑴ Instruct students to acquire the following items through mathematical activities related tounit of quantity and measurement.
a. Acquire the following knowledge and skills:⚫ Know the unit of length (kilometers (km)) and the unit of weight (grams (g), kilograms(kg)) and understand the meaning of measurement.
⚫ Express the length and weight in appropriate units, or to make a rough guess and selectand measure the instrument appropriately.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the characteristics of things around you and consider the relationshipbetween units in an integrated manner.
⑵
Instruct students to acquire the following items through mathematical activities related
to time and time.
a. Acquire the following knowledge and skills:⚫ Know about seconds.
⚫ Finding the time and time needed for daily life.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the unit of time, consider the time and how to obtain the time, and make useof it in daily life.
Ｄ Utilization of Data
Instruct students to acquire the following items through mathematical activities related todata analysis.
a. Acquire the following knowledge and skills:⚫ Classify and organize data from the viewpoint of date and time and place, and display
or read it in a table.
⚫ Understand the characteristics of bar graphs and how to use them.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the viewpoint of organizing data, consider the events around you using
tables and graphs, and express what you have found.
〔Mathematical Activities〕⑴ Regarding the learning shown in the contents “A Numbers and Calculation,” “B GeometricalFigures,” “C Measurement” and “D Utilization of Data,” the following mathematicalactivities shall be undertaken:
a. Activities related to quantities and figures by observing events around us and manipulatingconcrete objects; Solving arithmetic problems found from everyday events using concrete
objects, figures, numbers, formulas, etc.; Activities to confirm the results. Activities to solve
arithmetic problems found from the learning scene of arithmetic using concrete objects,
figures, numbers, formulas, etc., and confirm the results the process and results of problem
solving are concrete objects; Activities to express and communicate using figures, numbers,
formulas, etc.
〔Terminology / Symbols〕
equal sign
inequality sign
numerator ÷decimal point48

1/10th placenumber line

denominator３ Utilization of Content(1) Regarding the content of (1) in “A Numbers and Calculation,” 100 million shall be introduced.
(2) Regarding the content of (2) and (3) in “A Numbers and Calculation” in the content,
consideration shall be given so that simple calculation can be performed by mentalarithmetic, and the estimation of the calculation result shall also be mentioned.
⑶ Regarding the content of (3) in “A Numbers and Calculation,” the calculation when themultiplier or multiplicand is 0 shall also be introduced.
(4) Regarding point three of (3) a. in the content of “A Numbers and Calculation,” commutativelaw, associative property, and distributive property shall be introduced.
⑸ Regarding ⑸ and ⑹ of the contents “A Number and Calculation,” decimal numbers suchas 0.1 and 1/10 fractions shall be dealt with in association with each other using a number
line.
⑹ Regarding the basic figures in ⑴ of the content “B Geometric Figures,” while emphasizing
the activity of drawing and checking the figure using a ruler, compass, etc., drawing apattern based on a triangle or a circle, etc. Care shall be taken to garner interest in thebeauty of figures through specific activities.
⑺ Regarding the content of (1) of “C Measurement,” touch on tons (t), which is a unit ofweight, and also touch on prefixes (kilo (k) and millimeters (m)).
⑻ Regarding a. and b. in (1) of the content “D Utilization of Data,” also touch on bar graphswith minimum scales of 2, 5, 20, 50, etc., and graphs that combine multiple bar graphs.
〔Grade 4〕
１ Objective⑴ Understand the meaning and representation of fractions and fractions, the relationshipbetween the four rules, plane figures and solid figures, areas, corner sizes, broken line
graphs, etc., and calculate integers, fractions and fractions, and compose figures, andacquire skills such as finding the area and corner size of figures and displaying them in tables
and graphs.
⑵ Focusing on the relationship between numbers and their expressions and quantities, theability to consider calculation methods using expression methods that suit the purpose,
focusing on the elements that make up figures and their positional relationships, theproperties of figures and the relationships between them, the ability to consider metric,
focus on two quantities that change with them and their relationship, find out thecharacteristics of change and correspondence, and consider the relationship between two
quantities using tables and formulas, data according to purpose. Cultivate the ability toaccurately express data in tables and graphs by focusing on the characteristics and trendsof the data, solve problems using them, and grasp and consider the process and results ofthe solution from multiple perspectives.
⑶ Develop an attitude of looking back on what was mathematically expressed and processed,
looking at it from multiple perspectives, and thinking tenaciously in search of better things,
and an attitude of noticing the goodness of mathematics and trying to utilize what waslearned in daily life and learning.
２ Content
Ａ Numbers and Calculations⑴
Instruct students to acquire the following items through mathematical activities related49

to how to represent integers.
a. Acquire the following knowledge and skills:⚫ Learn about the units of billions and trillions and deepen your understanding of thedecimal notation system.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the group of numbers, grasping how to compare and express the size oflarge numbers in an integrated manner, and make use of them in daily life.
⑵ Instruct students to acquire the following items through mathematical activities related toapproximate numbers.
a. Acquire the following knowledge and skills:⚫ Know when approximate numbers are used.
⚫ Know about rounding.
⚫ Estimate the results of the four arithmetic operations according to the purpose.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the scenes in daily events, think about how to process the number that suits
your purpose, and make use of it in your daily life.
⑶ Instruct students to learn the following through mathematical activities related to integer
division.
a. Acquire the following knowledge and skills:⚫ Understand that calculations can be made based on basic calculations when the divisor
is a 1st or 2nd place and the divisor is a 2nd or 3rd place. Also, understand how to dolong division.
⚫ Be sure to calculate the division and use appropriately.
⚫ Understand the following relationships regarding division: (Dividend) = (Divisor) x(Quotient) + (Remainder)⚫ Understand the properties necessary for division.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, thinking about how to calculate andfinding properties that hold true for calculations, and making use of those properties
to devise calculations and confirm calculations.
⑷ Instruct students to learn the following through mathematical activities related to decimal
numbers and their calculations.
a. Acquire the following knowledge and skills:⚫ Knowing to use decimals to represent multiples of a quantity.
⚫ Learn that decimals are represented by the same mechanism as integers, and deepen
your understanding of the relative magnitude of numbers.
⚫ Be able to calculate decimal addition and subtraction.
⚫ Be able to calculate decimal multiplication and division when multipliers and divisors
are integers.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the mechanism of how numbers are expressed and the units that make up
numbers, think about how to calculate them, and make use of them in daily life.
⑸ Instruct students to acquire the following items through mathematical activities related to
fractions and their addition and subtraction.
a. Acquire the following knowledge and skills:⚫ For simple cases, know that there are fractions of equal magnitude.
⚫ Be able to calculate addition and subtraction of fractions in the same denominator.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:
50

⚫

⑹
a.

b.

⑺
a.

b.

⑻
a.
b.

Focus on the units that make up a number, search for fractions of equal size, think
about how to calculate, and make use of it in daily life.
Instruct students to acquire the following items through mathematical activities related toformulas that express the relationship between quantities.
Acquire the following knowledge and skills:⚫ Understand the mixed formulas of the four arithmetic operations and the formulas
using ( ) and calculate correctly.
⚫ Understand the idea of formulas and use them.
⚫ Express the quantity using □, △, etc. and express the relationship in an equation, or
apply the number to □, △, etc. to investigate.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relation of quantity in the problem scene, express the relation ofquantity concisely and generally, and read the meaning of the formula.
Instruct students to acquire the following items through mathematical activities related tothe properties of calculations.
Acquire the following knowledge and skills:⚫ Deepen the understanding of the properties that hold for the four arithmetic
operations.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the relationship between quantities and think about how to calculate using
the properties that hold for calculation.
Students will be instructed to acquire the following items through mathematical activities
related to the expression and calculation of numbers using the abacus.
Acquire the following knowledge and skills:⚫ Calculate addition and subtraction.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the mechanism of the abacus and think about how to calculate large anddecimal numbers.

Ｂ Geometrical Figures⑴
Instruct students to acquire the following items through mathematical activities related
to plane figures.
a. Acquire the following knowledge and skills:⚫ Understand the relationship between parallel and vertical lines.
⚫ Learn about parallelograms, rhombuses, and trapezoids.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up a figure and their positional relationship,consider how to configure it, find out the properties of the figure, and recapture thefigure that you have already learned based on that property.
⑵ Instruct students to acquire the following items through mathematical activities related to
3D figures.
a. Acquire the following knowledge and skills:⚫ Know about cubes and rectangular parallelepipeds.
⚫ Understand the parallel and vertical relationships of straight lines and planes inrelation to rectangular solids.
⚫ Know about sketches and developments.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up a figure and their positional relationship,
51

⑶
a.
b.

⑷
a.

b.

⑸
a.

b.

consider how to express and compose a three-dimensional figure on a plane, find out
the properties of the figure, and recapture everyday events from the properties of the
figure.
Instruct students to acquire the following items through mathematical activities related tothe position of things.
Acquire the following knowledge and skills:⚫ Understand how to represent the position of things.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the factors that determine the position in a plane or space, and consider how
to express that position using numbers.
Instruct students to acquire the following items through mathematical activities related tothe area of plane figures.
Acquire the following knowledge and skills:⚫ To know the unit of area (square centimeter (cm2), square meter (m2), square
kilometer (km2)). Understand how to calculate the area of squares and rectangles.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the unit of area and the elements that make up the figure, consider how
to obtain the area of the figure, and consider the relationship between the unit of area
and the units learned so far.
Instruct students to acquire the following items through mathematical activities related tothe size of horns.
Acquire the following knowledge and skills:⚫ Take the size of the angle as the size of rotation.
⚫ Know the unit of angle size (degree (°)) and measure the angle size.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the size of the corners of a figure, flexibly expressing the size of the corners
and making use of it in the consideration of the figure.

Ｃ Changes and Relationships⑴
Instruct students to acquire the following items through mathematical activities related
to the two quantities that change with it.
a. Acquire the following knowledge and skills:⚫ Express the state of change using tables, formulas, and line graphs, and to read thecharacteristics of changes.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Find two quantities that change with it, pay attention to their relationship, andconsider the characteristics of changes and correspondences using tables and formulas.
⑵ Instruct students to acquire the following items through mathematical activities related to
the relationship between two quantities.
a. Acquire the following knowledge and skills:⚫ For simple cases, know that proportions may be used to compare the relationshipbetween two quantities of one and the relationship of two quantities of another.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities in everyday events, consider how tocompare the relationship between one two quantities and the relationship between
two other quantities using figures and formulas.
Ｄ Utilization of Data52

⑴Instruct students to acquire the following items through mathematical activities related
to data collection and analysis.
a. Acquire the following knowledge and skills:⚫ To know how to classify and organize data from two perspectives.
⚫ Understand the characteristics of line graphs and how to use them.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Collect and classify data according to the purpose, pay attention to the characteristics
and trends of the data, select and judge an appropriate graph to solve the problem,and consider the conclusion.
〔Mathematical Activities〕⑴ Regarding the learning shown in the contents “A Numbers and Calculation,” “B GeometricalFigures,” “C Measurement” and “D Utilization of Data,” the following mathematicalactivities shall be undertaken:
a. Find and solve math problems from daily events, check the results, and make use of themin daily life, etc.
b. Find and solve math problems from the mathematical learning, check the results, andconsider developmentally.
c. Mathematically express and communicate problem-solving processes and results using
diagrams and formulas.
〔Terminology / Symbols〕
sum difference product quotient more than or equal to less than or equal to lessthan true fraction
improper fraction fraction parallel vertical diagonal plane
３ Utilization of Content⑴ Regarding the content of (1) in “A Numbers and Calculation,” it should be mentioned thata comma may be used every three digits when expressing a large number.
⑵ Regarding the content of ⑵b. and ⑶ in “A Numbers and Calculation,” consideration shallbe given so that simple calculations can be performed in one’s head. In addition, care shallbe taken to utilize mental calculations for long division and estimation.
⑶ Regarding the content of (3) in “A Numbers and Calculation,” consideration shall be given
to establishing the ability to calculate integers shown in grades 1 to 4 and developing thisability.
⑷ Regarding the content of point four in (3)a. in “A Numbers and Calculation,” the property
that the quotient does not change even if the divisor and the divisor are multiplied by thesame number or divided by the same number shall be dealt with.
⑸ Regarding the content of point four in (4)a. in “A Numbers and Calculation,” the case where
an integer is divided by an integer and the quotient becomes a decimal is also included.
⑹ Regarding the content of point one in (7)a. in “A Numbers and Calculation,” thecommutative law, associative property, and distributive property shall be dealt with.
⑺ Regarding the content of (1) in “B Geometric Figures,” consideration shall be given toemphasizing operational activities such as laying out planes with parallelograms,
rhombuses, and trapezoids.
⑻ Regarding the content of point four in (4)a. in “B Geometric Figures,” the unit of ar (100 sq.
m; abbrev = a) and hectare (ha) shall also be mentioned.
⑼ Regarding the content of point one in (1)a. in “D Utilization of Data,” when examining thematerials, it shall be dealt with to prevent omissions and overlaps.
53

⑽ Regarding the content of point one in (1)a. in “D Utilization of Data,” also touch on multiple
series of graphs and combined graphs.
〔Grade 5〕
１ Objective⑴ Understand the properties of integers, the meaning of fractions, the meaning of calculationof fractions and fractions, the formula of area, the meaning and properties of figures, thevolume, speed, proportions of figures, band graphs, etc., and calculate fractions andfractions. Acquire skills such as investigating the properties of figures, finding the area andvolume of figures, and expressing them in tables and graphs.
⑵ Focusing on numbers and their expressions and the meaning of calculations, consider theproperties of numbers and calculation methods using expression methods that suit the
purpose, the elements that make up figures and the relationships between figures and theirproperties; focus on two quantities that change with them and their relationships, find out
the characteristics of changes and correspondences, and consider the relationship between
the two quantities using tables and formulas. Collect data according to a purpose, focus on
the characteristics and trends of the data, accurately express it in tables and graphs, solve
problems using them, and grasp and consider the process and results of the solution frommultiple perspectives.
⑶ Develop an attitude of looking back on what was mathematically expressed and processed,
looking at it from multiple perspectives, and thinking tenaciously in search of better things,
and an attitude of noticing the importance of mathematics and trying to utilize what waslearned in daily life and learning.
２ Content
Ａ Numbers and Calculations(1) Instruct students to acquire the following items through mathematical activities related tothe properties of integers and the composition of integers.
a. Acquire the following knowledge and skills:⚫ Know that integers are categorized into even numbers and odd numbers when the
viewpoint is determined.
⚫ Know about divisors and multiples.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on multiplication and division, think about how to classify integers bydeciding the viewpoint, consider the composition of numbers, and make use of themin daily life.
⑵ Instruct students to acquire the following items through mathematical activities related to
the representation of integers and decimals.
a. Acquire the following knowledge and skills:⚫ To create a number with a size such as 10 times, 100 times, 1000 times, 1/10, or 1/100
of a certain number by shifting the position of the decimal point.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the mechanism of how numbers are expressed, consider the relative
magnitude of numbers, and make effective use of them in calculations.
⑶ Instruct students to acquire the following items through mathematical activities related tomultiplication and division of decimal numbers.
a. Acquire the following knowledge and skills:
54

⚫

b.

⑷
a.

b.

⑸
a.
b.

⑹
a.
b.

Understand the meaning of decimal multiplication and division when a multiplier ordivisor is a decimal.
⚫ Be able to calculate decimal multiplication and division. Also, understand the size ofthe remainder.
⚫ Understand that the same relationships and rules as for integers hold for decimal
multiplication and division.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the meanings of multiplication and division, expanding the range of
numbers to the case where multiplications and divisions are decimals, reconsidering
the meanings of multiplication and division, thinking about how to calculate them, andmaking use of them in daily life.
Instruct students to acquire the following items through mathematical activities related to
fractions.
Acquire the following knowledge and skills:⚫ Converting integers and decimals to fractional forms, and representing fractions as
fractions.
⚫ Understand that the result of integer division can always be expressed as a single
number using fractions.
⚫ Understand that the numerator and denominator of a single fraction multiplied by thesame number represents the same magnitude as the original fraction.
⚫ Know the equality and magnitude of fractions and compare them.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the units that make up numbers, and consider the equality and magnituderelations of numbers.
⚫ Focus on the expression of fractions, look back on how to express the result of division,and summarize the meaning of fractions.
Instruct students to acquire the following items through mathematical activities related toaddition and subtraction of fractions.
Acquire the following knowledge and skills:⚫ Be able to calculate addition and subtraction of fractions in different denominators.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the meaning and expression of fractions and think about how to calculatethem.
Instruct students to acquire the following items through mathematical activities related toformulas that express the relationship between quantities.
Acquire the following knowledge and skills:⚫ Deepen understanding of formulas that express the relationship between quantities.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the correspondence between the two quantities and how they change, andconsider the relationship expressed by a simple formula.

Ｂ Geometrical Figures⑴
Instruct students to acquire the following items through mathematical activities related
to plane figures.
a. Acquire the following knowledge and skills:⚫ Understand the factors that determine the shape and size of figures, and understandthe congruence of figures.
⚫ Understand the simple properties of polygons such as triangles and quadrilaterals.
55

b.

⑵
a.
b.

⑶
a.

b.

⑷
a.

b.

⚫ Understand the basic properties of a regular polygon in relation to a circle.
⚫ Understand the meaning of pi and use it.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up a figure and the relationships between the
figures, consider how to compose the figure, discover the properties of the figure, andthink and explain the properties in a logical manner.
Instruct students to acquire the following items through mathematical activities related to
3D figures.
Acquire the following knowledge and skills:⚫ Learn about basic prisms and cylinders.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up a figure, discover the properties of the figure,and recapture the figure that you have already learned based on that property.
Instruct students to acquire the following items through mathematical activities related tothe area of plane figures.
Acquire the following knowledge and skills:⚫ Understand how to calculate the area of triangles, parallelograms, rhombuses, andtrapezoids.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up the figure, find out how to find the area of thebasic figure, look back on the expression, improve it to a concise and accurate
expression, and guide it as a formula.
Instruct students to acquire the following items through mathematical activities related to
the volume of solid figures.
Acquire the following knowledge and skills:⚫ Understand the unit of volume (cubic centimeter (cm3), cubic meter (m3)).
⚫ Understand how to calculate the volume of cubes and rectangular parallelepipeds.
Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the unit of volume and the elements that make up the figure, consider
how to obtain the volume of the figure, and consider the relationship between the unitof volume and the units learned so far.

Ｃ Changes and Relationships⑴
Instruct students to acquire the following items through mathematical activities related
to the two quantities that change with it.
a. Acquire the following knowledge and skills:⚫ Understand that there is a proportional relationship for simple cases.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Find two quantities that change with it, pay attention to their relationship, andconsider the characteristics of changes and correspondences using tables and formulas.
⑵ Instruct students to acquire the following items through mathematical activities related toquantities, which can be regarded as the ratio of two different quantities.
a. Acquire the following knowledge and skills:⚫ Understand the meaning and expression of size per unit amount such as speed, andask for it.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities, which can be regarded as the ratioof two different quantities, consider methods for comparing and expressing sizes
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according to the purpose, and make use of them in daily life.
⑶ Instruct students to acquire the following items through mathematical activities related to
the relationship between two quantities.
a. Acquire the following knowledge and skills:⚫ Understand that proportions may be used when comparing the relationship between
one two quantities and the relationship between another two quantities.
⚫ Understand how to express using percentages and find percentages.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities in daily events, consider how tocompare the relationship between one two quantities and the relationship between
two other quantities using figures and formulas, and make use of it in daily life.
Ｄ Utilization of Data⑴
Instruct students to acquire the following items through mathematical activities related
to data collection and analysis.
a. Acquire the following knowledge and skills:⚫ Understand the characteristics of pie charts and band graphs and how to use them.
⚫ Know how to solve statistical problems, such as collecting data and choosing the rightmethod.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Collect and classify data according to the purpose, pay attention to the characteristics
and trends of the data, select and judge an appropriate graph to solve the problem,and consider the conclusion from multiple perspectives.
⑵ Instruct students to acquire the following items through mathematical activities related tothe method of averaging the measurement results.
a. Acquire the following knowledge and skills:⚫ Understand the meaning of the average.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on a general idea, consider how to average the measured results, and apply
it to learning and daily life.

〔Mathematical Activities〕⑴ Regarding the learning shown in the contents “A Numbers and Calculation,” “B GeometricalFigures,” “C Measurement” and “D Utilization of Data,” the following mathematical activities
shall be undertaken:
a. Find and solve math problems from daily events, check the results, and make use of themin daily life, etc.
b. Find and solve math problems from the math learning scene, check the results, and consider
developmentally.
c. Mathematically express and communicate problem-solving processes and results using
diagrams and formulas.
〔Terminology / Symbols〕
greatest common divisor
least common multiple
reduction to common denominatorreduction of fraction
bottom face side face proportion ％３ Utilization of Content
57

⑴ Regarding the content of point one of (1)a. in “A Numbers and Calculations,” it shall behandled according to the specific situation without being biased toward formally obtaining
the greatest common divisor and the least common multiple.
⑵ Regarding the content of (1) in “B Geometric Figures,” consideration shall be given toemphasizing operational activities such as laying out planes with congruent figures.
⑶ Regarding the content of point four in (1)a. in “B Geometric Figures,” the circumference ratioof a circle shall be 3.14.
⑷ Regarding the content of point two in (3)a. in “C Change and Relationship,” touch on how to
express percentages.
(5) Regarding the content of (1) in “D Utilization of Data,” also touch on comparing multiple bar
graphs.
〔Grade 6〕
１ Objective⑴ Understand the meaning of fraction calculation, formulas using letters, meaning of figures,volume of figures, proportionality, tables showing frequency distribution, etc., as well as
calculation of fractions, composition of figures, area of figures, etc. Acquire skills such as
finding volume and expressing in tables and graphs.
⑵ Focusing on numbers and their expressions and the meaning of calculations, students willdevelop and find problems, and at the same time, develop the ability to consider how to
express numbers and how to calculate while using various expression methods according
to the purpose. Focusing on the constituent elements and relationships between figures,consider the properties of figures and the metric of figures, focusing on the two quantities
that change with them and their relationships, and finding the characteristics ofcorresponding changes. Collect data according to a purpose and consider the relationshipbetween quantities using tables, formulas, and graphs, and problems set from personal
events, and select an appropriate method by paying attention to the characteristics andtrends of the data. Develop the ability to analyze and use them to solve problems and tocritically consider the process and results of solutions.
⑶ Develop an attitude of looking back on what was mathematically expressed and processed,
looking at it from multiple perspectives, and thinking tenaciously in search of better things,
and an attitude of noticing the goodness of mathematics and trying to utilize what waslearned in daily life and learning.
２ Content
Ａ Numbers and Calculations⑴ Instruct students to acquire the following items through mathematical activities related tomultiplication and division of fractions.
a. Acquire the following knowledge and skills:⚫ Understand the meaning of multiplication and division of fractions, including when
multipliers and divisors are integers and fractions.
⚫ Be able to multiply and divide fractions.
⚫ Understand that the same relationships and rules as for integers hold for multiplicationand division of fractions.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the meaning and expression of numbers and the properties that hold for
calculations, consider the calculation method from multiple perspectives.
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⑵ Instruct students to acquire the following items through mathematical activities related toformulas that express the relationship between quantities.
a. Acquire the following knowledge and skills:⚫ Use letters such as a and x instead of words that represent quantities and letters suchas □ and △ to express them in formulas, or apply numbers to letters to find out.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relation of quantity in the problem scene, express the relation ofquantity concisely and generally, and read the meaning of the formula.
Ｂ Geometrical Figures⑴
Instruct students to acquire the following items through mathematical activities related
to plane figures.
a. Acquire the following knowledge and skills:⚫ Understand scaled-down and magnified views.
⚫ Understand symmetric shapes.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up a figure and the relationships between the
figures, consider how to compose the figure and discover the properties of the figure,and based on that property, recapture the learned figure and make use of it in dailylife.
⑵ Students will be instructed to acquire the following items through mathematical activities
related to the outline of the shapes around them and the approximate area.
a. Acquire the following knowledge and skills:⚫ Grasp the outline of the shapes around you and find the approximate area.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements and properties that make up a figure, think about how tofind the area, etc., and make use of it in daily life.
(3) Instruct students to acquire the following items through mathematical activities related tothe area of plane figures.
a. Acquire the following knowledge and skills:⚫ Understand how to calculate the area of a circle.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up the figure, find out how to find the area of thebasic figure, look back on the expression, improve it to a concise and accurate
expression, and guide it as a formula.
⑷ Instruct students to acquire the following items through mathematical activities related to
the volume of solid figures.
a. Acquire the following knowledge and skills:⚫ Understand how to calculate the basic volume of prisms and cylinders.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the elements that make up the figure, find out how to find the volume of
the basic figure, look back on the expression, improve it to a concise and accurate
expression, and guide it as a formula.
Ｃ Changes and Relationships
Instruct students to acquire the following items through mathematical activities related to thetwo quantities that change with it.
a. Acquire the following knowledge and skills:
59⚫ Understand the meaning and nature of proportional relationships.
⚫ Understand how to solve problems using proportional relationships.
⚫ Understand about the inverse proportional relationship.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Find two quantities that change with it, pay attention to their relationship, express
those relationships using tables, formulas, and graphs according to the purpose, findout the characteristics of changes and correspondence, and put them into daily life. To
make use of it.
⑵ Instruct students to acquire the following items through mathematical activities related to
the relationship between two quantities.
a. Acquire the following knowledge and skills:⚫ Understand the meaning and expression of ratios, and express the relationshipbetween quantities as a ratio or create equal ratios.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focusing on the relationship between quantities in daily events, consider how tocompare the relationship between quantities using figures and formulas, and makeuse of it in daily life.
Ｄ Utilization of Data⑴
Instruct students to acquire the following items through mathematical activities related
to data collection and analysis.
a. Acquire the following knowledge and skills:⚫ Understand the meaning of representative values and how to obtain them.
⚫ Understand the characteristics of tables and graphs that represent frequency
distributions and how to use them.
⚫ To know how to solve statistical problems, such as collecting data and selecting
appropriate methods according to the purpose.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Collect and classify data according to the purpose, pay attention to the characteristics
and trends of the data, judge the conclusion of the problem using representativevalues, etc., and critically consider its validity.
⑵ Instruct students to learn the following through mathematical activities related to possible
cases.
a. Acquire the following knowledge and skills:⚫ To know how to use figures and tables to organize possible cases in order.
b. Acquire the following thinking ability, judgment ability, expressive ability, etc.:⚫ Focus on the characteristics of the event, decide the viewpoint to organize them inorder, and consider a method to investigate without omission or overlap.
〔Mathematical Activities〕⑴ Regarding the learning shown in the contents “A Numbers and Calculation,” “B GeometricalFigures,” “C Measurement” and “D Utilization of Data,” the following mathematical activities
shall be undertaken:a.
Mathematically grasp daily events, find and solve problems, look back on the solution
process, improve results and methods, and utilize them in daily life, etc.
b. Find and solve math problems from the learning scene of math, look back on the solution
process, and consider in an integrated and developmental mannerc.
Mathematically express and communicate problem-solving processes and results using60

diagrams and formulas according to the purpose〔Terminology / Symbols〕
line symmetry
point symmetry
symmetric axis center of symmetry ratio value dot
plot
average value median value mode value rank ：３ Utilization of Content⑴ Regarding the content of (1) in “A Numbers and Calculation,” also consider division as amultiplication calculation using the reciprocal, and to summarize the multiplication anddivision of integers and fractions into the calculation in the case of fractions.
⑵ Regarding the content of (1) in “A Numbers and Calculation,” consideration shall be given to
establishing the ability to calculate decimal numbers and fractions shown in grades 3 to 6
and developing the ability to use them.
⑶ Regarding the content of point one in (3)a. in “B Geometric Figures,” the circumference ratioof a circle shall be 3.14.
III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following points shall be taken into consideration when creating the instruction plan.
⑴ Develop the qualities and abilities to be nurtured in the unit by looking at the contents andtime, and to realize the children's independent, interactive and deep learning throughmathematical activities. At that time, while using mathematical viewpoints and ideas, grasp
everyday events mathematically, find arithmetic problems, solve problems independently
and collaboratively, look back on the learning process, and form concepts. To enhancelearning such as.
⑵ The contents of section II for each grade should be continuously instructed as necessary
even after the advancing to the next grade. In order to master and maintain basic abilities
regarding quantities and figures, provide appropriate practice opportunities and provide
systematic guidance. At that time, when giving the guidance listed in point two of 3.2.c. inpart two of Chapter 1 General Provisions, the aim of the guidance should be clarified, andthe content and time of the unit should be expected. To systematically instruct students todevelop their qualities and abilities evenly. In addition, in order to smoothly connect theteaching contents of the school year, the learning guidance should be promoted byappropriate repetition.
⑶ Establish the relationship of instruction between “A Numbers and Calculation,” “BGeometric Figure,” “C Measurement,” “C Change and Relationships” and “D Utilization ofData” in the contents of section II for each grade.
⑷ In the lower grades, based on Chapter 1 General Provisions 2-4 (1), actively promote
relationships with other subjects, etc. to enhance the effect of instruction, and in the earlychildhood shown in the Kindergarten Education Guidelines, etc. consider the relationshipwith expectations. In particular, at the beginning of elementary school, devise measures
such as providing comprehensive and related guidance centered on life sciences and setting
flexible timetables.
⑸ For children with disabilities, systematically devise instruction content and instruction
methods according to the difficulties that arise when conducting learning activities.
⑹ Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with morals, etc., the characteristics of the mathematics
department regarding the contents shown in Chapter 3 Special Subjects Morals, give61

appropriate guidance according to the situation.
２ Regarding the handling of the content in section II, the following matters shall be taken into
consideration:⑴ In order to develop thinking ability, judgment ability, expressive ability, etc., when teaching
the contents of each grade, think and explain using concrete objects, figures, words,
numbers, formulas, tables, graphs, etc. Actively incorporate learning activities such as
expressing and communicating each other's ideas, learning from each other, and enhancing
each other.
⑵ Appropriate use of computers, etc., when necessary, in order to enrich the sense ofquantities and figures, and to enhance the ability to express using tables and graphs. In
addition, when conducting learning activities to acquire logical thinking ability while
experiencing the programming listed in Chapter 1, General Provisions, 3-1, ⑶, for example,
while considering the burden on children, for example, It is necessary to perform accurate
repetitive work in relation to the learning of drawing a regular polygon in ⑴ of “B
Geometric Figures” of [5th Grade] of section II for each grade, and by further changing parts.
Introduce situations with various regular polygons in the same way.
⑶ In teaching each area, students can experience the quantity and figures through learningthat involves concrete experiences such as manipulating concrete objects, observing daily
events, and solving math problems that are familiar to children. Provide an opportunity tounderstand and realize the significance of learning mathematics.
⑷ The [Terms / Symbols] in the contents of section II are shown to clarify the degree and scopeof the contents to be taken up in the relevant grade, and are closely related to the contentsof each grade in the guidance. Introduce to students so that they can understand theimportance of expressing and thinking using them.
⑸ Foster a rich sense of quantity and figures, and to be able to grasp the approximate size andshape, make appropriate decisions based on them, and come up with efficient processing
methods.
⑹ Emphasis should be placed on acquiring the skills of long division calculation, and thecalculation result should be estimated according to the purpose so that the calculation
method and result can be judged appropriately. In addition, when teaching the content of“A Numbers and Calculations” in the lower grades, deepen understanding of the meaningof numbers and calculations by using teaching tools such as abacus and concrete objects asappropriate.
３ The following items shall be taken into consideration in the efforts of mathematicalactivities:⑴ Mathematical activities are for surely acquiring basic and basic knowledge and skills,
improving thinking ability, judgment ability, expressive ability, etc., and realizing the joy andsignificance of learning mathematics. , Since it plays an important role, the matters shownin “A Numbers and Calculation,” “B Geometric Figures,” “C Measurement,” “C Change andRelationships” and “D Utilization of Data” in each grade.
(2) Provide opportunities to enjoy mathematical activities.
⑶ Understand how to solve math problems, find problems on your own, formulate andimplement ideas for solving them, and provide opportunities to evaluate and improve theresults.
(4) Provide opportunities to relate concrete objects, figures, numbers, formulas, tables, andgraphs to each other.
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⑸ Provide opportunities to learn from each other by sharing ideas with friends, to look backon the learning process and results, and to realize that the problem was solved better.

63

Section 4 SCIENCEI OVERALL OBJECTIVES
Foster the qualities and abilities necessary to scientifically solve problems related to natural
things and phenomena by familiarizing yourself with nature, exercising science perspectives andideas, and conducting observations and experiments with a perspective.
⑴ Understand natural things and phenomena and acquire basic skills related to observationand experiments.
⑵ Develop problem-solving skills through observations and experiments.
⑶ Develop a feeling of love for nature and an attitude of proactively trying to solve problems.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 3〕
１ Objectives⑴
Material / Energy① Understand the properties of objects, the action of wind and rubber forces, the propertiesof light and sound, the properties of magnets, and electrical circuits, and acquire basic skills
related to observation and experiments.
② While pursuing the properties of objects, the action of wind and rubber forces, theproperties of light and sound, the properties of magnets, and electrical circuits, we willdevelop the ability to find problems mainly based on differences and commonalities.
③ While pursuing the properties of things, the action of wind and rubber, the properties oflight and sound, the properties of magnets, and the circuits of electricity, we cultivate an
attitude of proactively trying to solve problems.
⑵
Life / Earth① Understand the creatures around you, the state of the sun and the ground, and acquirebasic skills related to observation and experiments.
② While pursuing the surrounding creatures, the state of the sun and the ground, develop
the ability to find problems mainly based on differences and commonalities.
③ While pursuing the surrounding creatures, the state of the sun and the ground, he tries tosolve problems independently and with an attitude of protecting the creatures.
2 Content
A Material / Energy(1) Objects and Weight
Instruct students to acquire the following items through activities to investigate the propertiesof objects by focusing on their shapes and volumes and comparing their weights.
a. Understand the following and acquire skills through observation and experiments:⚫ The weight of an object should not change even if its shape changes.
⚫ Objects may have the same volume but different weights.
b. While pursuing the relationship between the shape and volume of an object and its weight,
find and express problems with the properties of the object based on the differences andcommonalities.
(2) The Working Forces of Wind and Rubber
Instruct students to learn the following items through activities that focus on the movement of64

force and objects and compare them to investigate the action of the force of wind andrubber.
a. Understand the following and acquire skills through observation and experiments:⚫ The power of the wind is to be able to move things. Also, changing the magnitude of
the force of the wind changes the way things move.
⚫ The power of rubber is that it can move things. Also, changing the magnitude of theforce of rubber changes the way things move.
b. While pursuing how things move with the force of wind and rubber, find and express problems
with the action of the force of wind and rubber based on the differences and commonalities.
(3) The Nature of Light and Sound
Investigate the properties of light and sound by focusing on the brightness and warmth when
exposed to light and the way the sound trembles when shining, and comparing thedifferences when changing the intensity of light and the loudness of sound. Instruct
students to acquire the following items through activities.
a. Understand the following and acquire skills through observation and experiments:⚫ Sunlight can go straight and be collected and reflected.
⚫ When an object is exposed to sunlight, the brightness and warmth of the objectchanges.
⚫ When an object makes a sound or is transmitted, the object is trembling. Also, when
the loudness of the sound changes, the way things tremble changes.
b. While pursuing the state of brightness and warmth when exposed to light and the state oftrembling when making sound, we found and expressed problems with the nature of lightand sound based on the differences and commonalities. To do.
⑷ Magnetic Properties
Students will be instructed to learn the following items through activities that focus on theproperties of magnets when they are brought close to personal objects and compare them.
a. Understand the following and acquire skills through observation and experiments:⚫ Some things are attracted to the magnet and some are not. Also, there must be
something that becomes a magnet when brought close to the magnet.
⚫ The different poles of the magnet should attract each other, and the same pole should
reject each other.
b. Finding and expressing problems with the properties of magnets based on differences andcommonalities while pursuing the appearance of magnets when they are brought close topersonal objects.
⑸ Electrical Paths
Regarding electric circuits, paying attention to how to connect dry batteries and miniaturebulbs and the state of things connected to dry batteries, through activities to compare how toconnect when electricity is passed and when it is not passed, the following items are learned.
a. Understand the following and acquire skills through observation and experiments:⚫ There is a way to connect electricity and a way to connect it without electricity.
⚫ There are things that conduct electricity and things that do not.
b. While pursuing how to connect dry batteries and miniature bulbs and the state of things
connected to dry batteries, find and express problems with electric circuits based on differences
and commonalities.
Ｂ Life / Earth⑴
Living Things Around Us
While searching for and raising living things around us, we will focus on their appearance,65surrounding environment, growth process and body structure, and acquire the following items
through activities to compare and investigate them.
a. Understand the following and acquire skills through observation and experiments:⚫ Organisms have different shapes such as color, shape, and size, and have a connection
with other living things in the surrounding environment.
⚫ There is a certain order in how insects grow. Also, the adult body should consist of thehead, chest and abdomen.
⚫ There is a certain order in how plants grow. Also, the body should be made up of roots,
stems and leaves.
b. In pursuing the state of living things around us, we will find and express problems related
to the relationship between living things around us and the environment, the rules ofgrowth of insects and plants, and the structure of our bodies, based on the differences andcommonalities.
⑵ State of the Sun and the Ground
Students will be instructed to learn the following items through activities to investigate therelationship between the sun and the state of the ground, focusing on the state of the sun andthe shade, and comparing them.
a. Understand the following and acquire skills through observation and experiments:。
⚫ The shade can block the sunlight, and the position of the shade changes with changes
in the position of the sun.
⚫ The ground is warmed by the sun, and there is a difference in the warmth anddampness of the ground between the sun and the shade.
b. While pursuing the state of the sun and the shade, find and express the problem of therelationship between the state of the sun and the state of the ground based on the
differences and commonalities.
３ Utilization of the Content(1) In teaching the content “A Material / Energy,” three or more types of manufacturing shall be
carried out.
⑵ Regarding the content of point one of (4)a. in “A Material / Energy,” it should be mentionedthat the force that a magnet attracts an object changes depending on the distance between
the magnet and the object.
⑶
Regarding the content of (1) in “B Life / Earth,” cover the following:a. For the content of points two and three in a., introduce through breeding and cultivation.
b. For the content of point three in a. “How to grow plants,” use summer annual
dicotyledonous plants.
⑷ Regarding the content of point one of (2)a. in “Change in the position of the sun,” cover thechange from east to south and west. In addition, the orientation when examining theposition of the sun shall deal with east, west, south, and north.
〔Grade 4〕
１ Objectives⑴
Materials / Energy① Understand the properties of air, water and metals, and the function of electric current,
and acquire basic skills related to observation and experiments.
② While pursuing the properties of air, water and metals, and the function of electric current,
develop the ability to come up with grounded predictions and hypotheses, mainly based on
66

what you have learned and your life experience.
③ While pursuing the properties of air, water and metals, and the function of electric current,
cultivate an attitude of proactively trying to solve problems.
⑵
Life / Earth① Basic skills related to understanding, observing, and experimenting with the structure andmovement of the human body, the relationship between animal activity and plant growth
and the environment, the whereabouts of rainwater and the state of the ground,meteorological phenomena, the moon and stars, etc.
② While pursuing the structure and movement of the human body, learn about therelationship between animal activity and plant growth and the environment, thewhereabouts of rainwater and the state of the ground, meteorological phenomena, andthe moon and stars. Based on this, develop the ability to come up with grounded
expectations and hypotheses.
③ While pursuing the structure and movement of the human body, the relationship between
animal activities and plant growth and the environment, the whereabouts of rainwater andthe state of the ground, meteorological phenomena, the moon and stars, develop an
attitude of protecting living things and trying to solve problems.
２ Content
Ａ Materials / Energy⑴
The Nature of Air and Water
Students will be instructed to acquire the following items through activities that focus onchanges in volume and pressing force regarding the properties of air and water, and investigate
the relationship between them and the pressing force.
a. Understand the following and acquire skills through observation and experiments:⚫ When the trapped air is compressed, the volume decreases, but the force to press itback increases.
⚫ The trapped air should be compressed and contracted, but the water should not becompressed and contracted.
b. While pursuing the properties of air and water, based on what students have learned andexperienced, come up with grounded predictions and hypotheses about the relationshipbetween the volume of air and water and the change in the pressing force and the pressing
force.
(2)
Metal, Water, Air and Temperature
Guidance is given so that students can acquire the following items through activities toinvestigate the properties of metals, water, and air by focusing on changes in volume and stateand how heat is transferred, and relating them to changes in temperature.
a. Understand the following and acquire skills through observation and experiments:⚫ The volumes of metals, water, and air change when heated or cooled, but to varying
degrees.
⚫ Metal warms in order from the heated part, but water and air move the heated partand warm the whole.
⚫ Water changes to water vapor or ice depending on the temperature. Also, when waterturns into ice, its volume increases.
b. While pursuing the properties of metal, water and air, based on the contents learned andlife experience, come up with and express a certain expectation or hypothesis for changes
in volume and state when the temperature of metal, water and air is changed, and howheat is transferred.
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⑶ How Electric Current Works
Regarding the function of electric current, pay attention to the magnitude and direction ofelectric current and the state of things connected to dry batteries, and instruct them to acquire
the following items through activities to relate and investigate them.
a. Understand the following and acquire skills through observation and experiments:⚫ If you change the number and connection of batteries, the magnitude and direction of
the current will change, and the brightness of the miniature bulb and the way the
motor will rotate will change.
b. While pursuing the function of electric current, based on the contents learned and life
experience, devise and express grounded expectations and hypotheses about therelationship between the magnitude and direction of electric current and the state of things
connected to dry batteries.
Ｂ Life / Earth⑴
Human Body Structure and Exercise
Guidance will be given to humans and other animals so that they can acquire the following items
through activities that focus on the structure and function of bones and muscles and relate themto each other.
a. Understand the following and acquire skills through observation and experiments:⚫ The human body has bones and muscles.
⚫ People can move their bodies because of the work of bones and muscles.
b. While pursuing humans and other animals, conceive and express grounded expectations
and hypotheses about the formation and function of bones and muscles of humans andother animals based on the contents learned and life experience.
⑵ Seasons and Living Things
While searching for and raising familiar animals and plants, learn about the following items
through activities that focus on animal activities, plant growth and seasonal changes, andinvestigate them in relation to each other.
a. Understand the following and acquire skills through observation and experiments:⚫ Animal activity varies depending on the warm and cold seasons.
⚫ The growth of plants differs depending on the warm season and the cold season.
b. While pursuing familiar animals and plants, devise and express grounded expectations andhypotheses about seasonal animal activities and changes in plant growth based on thecontents learned and life experience.
⑶ The Whereabouts of Rainwater and the State of the Ground
Students learn the following items through activities that focus on the flow and penetrationof rainwater and the state of the ground, and relate them to the inclination of the ground andthe size of soil grains.
a. Understand the following and acquire skills through observation and experiments:⚫ Water flows from a high place to a low place and collects.
⚫ How water soaks in depends on the size of the soil grains.
b. While pursuing the whereabouts of rainwater and the state of the ground, based on thecontents learned and life experience, come up with and express hypotheses about therelationship between the flow and penetration of rainwater and the inclination of theground and the size of soil grains.
⑷ State of the Weather
Guide students to acquire the following items through activities to investigate the weather
and water conditions in the natural world by focusing on the temperature and whereabouts ofwater and relating them to the weather conditions and changes in water conditions.
68

a. Understand the following and acquire skills through observation and experiments:⚫ There are differences in how the daily temperature changes depending on the weather.
⚫ Water evaporates from the surface of the water or the ground, becomes water vapor,
and is contained in the air. In addition, water vapor in the air may condense andreappear as water.
b. While pursuing the weather and the state of water in the natural world, based on what wehave learned and living experience, come up with and express and hypotheses about therelationship between the state of the weather and changes in water conditions and thetemperature and whereabouts of water.
⑸ The Moon and Stars
Students will be instructed to acquire the following items through activities to investigate thecharacteristics of the moon and stars by focusing on changes in position and the passage of time.
a. Understand the following and acquire skills through observation and experiments:⚫ The shape of the moon changes depending on the day, and the position of the moonchanges depending on the time of day.
⚫ There are stars with different brightness and colors in the sky.
⚫ The arrangement of stars does not change depending on the time of day, but theposition changes.
b. While pursuing the characteristics of the moon and stars, based on the contents learned
and life experience, devise and express grounded predictions and hypotheses about therelationship between changes in the position of the moon and stars and the passage of time.
３ Utilization of the Content(1) Regarding the content of point one in (3)a. of “A Material / Energy,” series connection andparallel connection shall be dealt with.
⑵ In the guidance of “A Material / Energy,” two or more types of manufacturing shall be carriedout.
(3) Regarding the content of point two in (1)a. of “B Life / Earth,” the function of joints shall be
dealt with.
(4) Regarding the content of (2) in “B Life / Earth,” two or more types of animal activity andplant growth shall be observed throughout the year.
〔Grade 5〕
１ Objectives⑴
Material / Energy① Understand how things melt, the movement of the pendulum, and the magnetic force
generated by electric current, and acquire basic skills related to observation andexperiments.
② While pursuing how things melt, the movement of the pendulum, and the magnetic force
generated by electric current, we will develop the ability to come up with solutions, mainly
based on expectations and hypotheses.
③ While pursuing how things melt, the movement of the pendulum, and the magnetic force
generated by electric current, cultivate an attitude of proactively trying to solve problems.
⑵
Life / Earth① Understand the continuity of life, the workings of flowing water, and the regularity of
meteorological phenomena, and acquire basic skills related to observation and experiments.
② While pursuing the continuity of life, the workings of flowing water, and the regularity of69

meteorological phenomena, we will develop the ability to come up with solutions, mainly
based on expectations and hypotheses.
③ While pursuing the continuity of life, the workings of flowing water, and the regularity of
meteorological phenomena, cultivate an attitude of respecting life and an attitude ofproactively trying to solve problems.
２ Content
Ａ Material / Energy⑴ How Things Melt
Students will be instructed to learn the following items through activities that focus on theamount and state of melting of things and control conditions such as the temperature andamount of water.
a. Understand the following and acquire skills through observation and experiments:⚫ Even if an object dissolves in water, the combined weight of the water and the object
does not change.
⚫ There is a limit to the amount of things that can be dissolved in water.
⚫ The amount of an object that dissolves in water depends on the temperature andamount of water and the amount of the substance that dissolves. In addition, it should
be possible to take out melted substances by utilizing this property.
b.
While pursuing how things melt, come up with and express solutions based on
expectations and hypotheses about the regularity of things melting.
⑵ Pendulum Movement
Guidance to learn the following items through activities to investigate the regularity ofpendulum movement while focusing on the time it takes for the pendulum to make one roundtrip and controlling conditions such as the weight of the weight and the length of the pendulum.
a. Understand the following and acquire skills through observation and experiments:⚫ The time it takes for the pendulum to make one round trip does not change dependingon the weight of the weight, but it depends on the length of the pendulum.
b. While pursuing the regularity of the movement of the pendulum, devise and express asolution method based on the predictions and hypotheses about the conditions related tothe time when the pendulum makes one round trip.
⑶ Magnetic Force Created by Electric Current
Students will be instructed to learn the following items through activities to investigate themagnetic force generated by an electric current, paying attention to the magnitude anddirection of the electric current, the number of coil turns, etc., while controlling those conditions.
a. Understand the following and acquire skills through observation and experiments:⚫ The coil in which the current is flowing has the function of magnetizing the iron core,
and when the direction of the current changes, the pole of the electromagnet alsochanges.
⚫ The strength of the electromagnet changes depending on the magnitude of the current
and the number of turns of the conducting wire.
b. While pursuing the magnetic force generated by the electric current, devise and express asolution method based on the predictions and hypotheses about the conditions related tothe strength of the magnetic force generated by the electric current.
Ｂ Life / Earth⑴
Plant Germination, Growth, Fruiting
Students will be instructed to learn the following items through activities that focus on70germination, growth, and fruiting of plants and control the conditions related to them.
a. Understand the following and acquire skills through observation and experiments:⚫ Plants should germinate based on the nutrients in the seeds.
⚫ Water, air and temperature are involved in the germination of plants.
⚫ Sunlight and fertilizer are involved in the growth of plants.
⚫ There are stamens and pistils in the flowers, and when pollen is attached to the tip of
the pistil, the source of the pistil becomes fruit and seeds are formed in the fruit.
b. While pursuing how to grow plants, devise and express solutions based on expectations
and hypotheses about germination, growth and fruiting of plants and the conditions related
to them.
⑵ Birth of Animals
Regarding the development and growth of animals, while raising fish and utilizing materials
on human development, focus on the appearance of eggs and embryos and investigate thefollowing items in relation to the passage of time:a. Understand the following and acquire skills through observation and experiments:。
⚫ There are males and females in fish, and the appearance of the laid eggs changes as
the days go by.
⚫ A person is born by growing up in the mother’s body.
b. While pursuing the development and growth of animals, devise and express a solution
method based on expectations and hypotheses about the state and progress of animal
development and growth.
⑶ The Function of Flowing Water and Changes in Land
Students will be instructed to acquire the following items through activities to investigate thefunction of flowing water and changes in land, focusing on the speed and amount of water andcontrolling those conditions.
a. Understand the following and acquire skills through observation and experiments:。
⚫ Flowing water has the function of eroding the land and transporting and depositingstones and soil.
⚫ There are differences in the size and shape of the stones in the river depending onwhether they are upstream or downstream.
⚫ Depending on how it rains, the speed and amount of flowing water may change, andthe appearance of the land may change significantly due to increased water.
b. While pursuing the function of flowing water, devise and express a solution method basedon expectations and hypotheses about the relationship between the function of flowing
water and changes in land.
⑷ Changes in Weather
Utilize activities to investigate how the weather changes by focusing on the amount andmovement of clouds while observing the state of clouds and utilizing weather information suchas images, and relating them to changes in the weather.
a. Understand the following and acquire skills through observation and experiments:⚫ Changes in the weather are related to the amount and movement of clouds.
⚫ Changes in the weather can be predicted using weather information such as images.
b. While pursuing how the weather changes, come up with and express a solution based on
expectations and hypotheses about the relationship between the way the weather changes
and the amount and movement of clouds.
３ Utilization of the Content⑴ In teaching the content “A Material / Energy,” two or more types of manufacturing shall be71carried out.
⑵ Regarding the content of (1) in “A Material / Energy,” mention that the dissolved substancespreads evenly in the aqueous solution.
⑶ Regarding the content of (1) in “B Life / Earth,” it shall be handled as follows:a. For “nutrients in seeds” in point one of a., use starch.
b. Regarding point four of a., investigate stamens, pistils, calyxes and petals. Also, mention
that pollination is related to wind and insects.
⑷ Regarding the content of point two in (2)a. “B Life / Earth,” the process leading to human
fertilization shall not be dealt with.
(5) Regarding the content of point three in (3)a. “B Life / Earth,” also touch on natural disasters.
⑹ Regarding the content of point two in (4)a. “B Life / Earth,” mention the changes in theweather due to the course of the typhoon, the relationship between the typhoon andrainfall, and the natural disasters that accompany it.
〔Grade 6〕
１ Objectives⑴
Material / Energy① Understand the mechanism of combustion, the properties of aqueous solutions, theregularity of levers, and the properties and functions of electricity, and acquire basic skills
related to observation and experiments.
② While pursuing the mechanism of combustion, the properties of aqueous solutions, theregularity of levers, and the properties and functions of electricity, we will cultivate theability to create more reasonable ideas mainly about those mechanisms, properties,
regularity, and functions.
③ While pursuing the mechanism of combustion, the properties of aqueous solutions, theregularity of levers, and the properties and functions of electricity, cultivate an attitude ofproactively trying to solve problems.
⑵
Life / Earth① Understand the structure and work of living organisms, the relationship between livingorganisms and the environment, the formation and change of land, the appearance of the
shape of the moon and the positional relationship with the sun, and acquire basic skills
related to observation and experiments.
② While pursuing the structure and work of the body of living things, develop the ability tocreate more valid ideas about the relationship between living things and the environment,
the structure and change of land, the appearance of the shape of the moon and thepositional relationship with the sun, they are mainly the functions, relationships, changes
and relationships.
③ Respecting life and proactively solving problems while pursuing the structure and work ofliving organisms, develop an attitude of trying to understand the relationship between
living organisms and the environment, the formation and change of land, the appearanceof the shape of the moon and the positional relationship with the sun.
２ Content
Ａ Material / Energy⑴
Combustion Mechanism
Regarding the mechanism of combustion, focus on changes in the air and instruct students to72

acquire the following items through activities to investigate how things burn from multiple
perspectives.
a. Understand the following and acquire skills through observation and experiments:⚫ When a plant burns, oxygen in the air is used to produce carbon dioxide.
b. In pursuing the mechanism of combustion, create and express a more appropriate idea
about the change in air when an object burns.
⑵ Properties of Aqueous Solution
Students will be instructed to learn the following items through activities that focus on
dissolved substances in aqueous solutions and investigate the differences in the properties andfunctions of aqueous solutions from multiple perspectives.
a. Understand the following and acquire skills through observation and experiments:⚫ The aqueous solution should be acidic, alkaline and neutral.
⚫ Some aqueous solutions have a dissolved gas.
⚫ Some aqueous solutions change metal.
b.
While pursuing the properties and functions of aqueous solutions, create and express
more appropriate ideas about the differences in properties and functions depending on
what is dissolved.
⑶ Lever Regularity
With regard to the regularity of the lever, focus on the position where the force is applied andthe magnitude of the force, and teach the students to acquire the following items throughactivities to investigate the function of the lever from various aspects.
a. Understand the following and acquire skills through observation and experiments:⚫ When the position where the force is applied and the magnitude of the force arechanged, the function of tilting the lever changes, and when the levers are balanced,
there is regularity between them.
⚫ There are tools around us that make use of the regularity of the lever.
b. In pursuing the regularity of the lever, create and express a more appropriate idea about
the position where the force is applied and the relationship between the magnitude of theforce and the function of the lever.
⑷ Use of Electricity
With regard to power generation, storage, and conversion of electricity, focus on the amountand function of electricity and teach them to acquire the following items through activities toinvestigate them from multiple perspectives.
a. Understand the following and acquire skills through observation and experiments:。
⚫ Electricity can be created and stored.
⚫ Electricity can be converted into light, sound, heat, motion, etc.
⚫ There are tools around us that utilize the properties and functions of electricity.
b. In pursuing the nature and function of electricity, create and express more appropriate
ideas about the relationship between the amount of electricity and the function, power
generation, storage, and conversion of electricity.
Ｂ Life / Earth⑴
Human Body Structure and How Bodies Work
Give guidance on humans and other animals so that they can acquire the following items
through activities that focus on body structure and the functions of breathing, digestion,
excretion, and circulation, and multifacetedly investigate the functions of sustaining life.
a. Understand the following and acquire skills through observation and experiments:⚫ Oxygen is taken into the body and carbon dioxide is emitted outside the body.
73⚫

Food is digested and absorbed while passing through the mouth, stomach, intestines,
etc., and unabsorbed food is excreted.
⚫ Blood travels around the body by the work of the heart, carrying nutrients, oxygen,carbon dioxide, and so on.
⚫ There are various organs in the body to maintain vital activity.
b.
In pursuing the body structure and function of humans and other animals, create andexpress more reasonable ideas about the body structure and the functions of breathing,digestion, excretion and circulation.
⑵ Plant Nutrients and Water Paths
Focusing on the structure of the body, the whereabouts of water in the body, and the functionof producing nutrients from the leaves of plants, acquire knowledge of the following items
through activities that multifacetedly investigate the functions of sustaining life.
a. Understand the following and acquire skills through observation and experiments:⚫ Starch is formed when the leaves of a plant are exposed to sunlight.
⚫ The roots, stems and leaves have water passages, and the water sucked up from theroots is mainly discharged from the leaves by transpiration.
b. In pursuing the structure and function of the body of a plant, create and express a more
appropriate idea about the structure of the body, the whereabouts of water in the body,and the function of producing nutrients from leaves.
⑶ Living Things and the Environment
While observing the lives of animals and plants and utilizing materials regarding living things
and the environment, focus on the relationship between living things and the environment
and acquire the following items through activities to investigate them from multiple
perspectives.
a. Understand the following and acquire skills through observation and experiments:⚫ Organisms live in connection with the surrounding environment through water and air.
⚫ Living things are part of a food chain.
⚫ People are involved in the environment and are living ingeniously.
b. In learning about living things and the environment, create and express more reasonableideas about the relationship between living things and the environment.
⑷ Land Creation and Change
Regarding the creation and change of land, focus on the land and the things contained in it,
and instruct students to acquire the following items through activities to investigate thecreation and formation of land from various aspects.
a. Understand the following and acquire skills through observation and experiments:⚫ The land is made up of gravel, sand, mud, volcanic ash, etc., and some of them are
spread out in layers. In addition, some layers contain fossils.
⚫ The formation can be created by the action of flowing water and the eruption of a
volcano.
⚫ Land changes due to volcanic eruptions and earthquakes.
b. To create and express a more appropriate idea about how to create and create land whilepursuing the creation and change of land.
⑸ The Moon and Sun
Regarding the appearance of the shape of the moon, focus on the positions of the moon andthe sun, and teach them to acquire the following items through activities to investigate theirpositional relationships from multiple perspectives.
a. Understand the following and acquire skills through observation and experiments:⚫ The sun is on the shining side of the moon. Also, the appearance of the shape of the74b.

moon changes depending on the positional relationship between the sun and themoon.
In learning how the shape of the moon looks, create and express a more appropriate idea
about the position of the moon and the relationship between the shape and the positionof the sun.

３ Utilization of the Content⑴ In teaching the content “A Material / Energy,” two or more types of manufacturing shall be
carried out.
(2) Regarding the content of point one in (4)a. of “A Material / Energy,” hand-cranked
generators, photovoltaic cells, etc. shall be used as tools for producing electricity.
(3) Regarding the content of (1) in “B Life / Earth,” it shall be handled as follows:a. Regarding point three of a., also mention that the heartbeat and pulse are related.
b. Regarding point four of a., treat the lungs, stomach, small intestine, large intestine, liver,kidneys, and heart as the main organs.
⑷ Regarding the content of (3) in “B Life / Earth,” it shall be handled as follows:a. Regarding point one of a., also mention that water is circulating.
b. Regarding point two of a., observe small creatures in the water and mention that they areused as food such as fish.
⑷
Regarding the content of (4) in “B Life / Earth,” it shall be handled as follows:a. Regarding point two of a., treat conglomerate, sandstone, and mudstone as rocks formedby the action of flowing water.
⑹ Regarding the content of point one in (5)a. “B Life / Earth,” it shall be dealt with by the
positional relationship between the sun and the moon as seen from the earth.
a. Regarding point three of a., also touch on natural disasters.
III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foresee the unit and other contents and time, and try to realize proactive, interactive anddeep learning of children toward the development of qualities and abilities to be nurtured.
At that time, based on the characteristics of the learning process of science, make efforts toenhance learning activities that try to solve problems scientifically, such as exercising the
viewpoints and ways of thinking of science and conducting observations and experiments
accordingly.
⑵ Regarding the thinking ability, judgment ability, expressive ability, etc. that aim to be
developed in each grade, the main ability to be developed in the corresponding grade areshown, and the actual guidance is given in other grades. Give due consideration to thedevelopment of the listed abilities.
⑶ For children with disabilities, systematically and systematically devise instruction content
and instruction methods according to the difficulties that arise when conducting learning
activities.
⑷ Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with morals, etc., the contents shown in Chapter 3 Special
Subjects Morals 2 will be the characteristics of science. Give appropriate guidance
accordingly.
２ Regarding the utilization of the content in section two, the following matters shall be taken
75into consideration:⑴ Enhancing language activities by emphasizing learning activities to find problems and thinkand explain methods such as predictions, hypotheses, observations, and experiments,
learning activities to organize and consider the results of observations and experiments, andto think and explain using scientific words and concepts.
⑵ When instructing observations and experiments, make sure that computers and informationand communication networks can be used appropriately according to the content of the
instruction. In addition, when conducting learning activities to acquire logical thinking ability
while experiencing the programming listed in Chapter 1, General Provisions, 3-1, ⑶, forexample, while considering the burden on children, instruct according to the given
conditions, such as learning to grasp that there is a tool that utilizes the properties andfunctions of electricity in ⑷ of “A Material / Energy” in [Grade 6] of the contents of each
grade in section 2. Think about the change in behavior by further changing the conditions.
(3) When instructing about living things, weather, rivers, land, etc., go outdoors and incorporate
many activities to get close to the nature of the area and experiential activities, respect life,and cultivate an attitude that contributes to the conservation of the natural environment.
(4) When giving guidance on weather, rivers, land, etc., make sure that you have a basic
understanding of disasters.
⑸ Allow individual children will take the initiative in problem-solving activities. Learning
activities based on the idea of setting, measuring, and controlling learning activities andobjectives that are related to daily life and other subjects will be enhanced.
⑹ Actively utilize cooperation with museums and science learning centers.
３ When giving guidance, such as observations and experiments, pay sufficient attention toaccident prevention. In addition, give due consideration to environmental improvement andtake appropriate measures for chemicals used.

76Section 5 LIFEI OVERALL OBJECTIVES
Through specific activities and experiences, develop the qualities and abilities to be independentand enrich our lives by making the best use of the viewpoints and ways of thinking related toour daily lives.
⑴ In the process of activities and experiences, be aware of the characteristics and goodness of
yourself, people close to you, society and nature, their relationships, etc., and acquire thehabits and skills necessary for daily life.
⑵ To be able to grasp people, society and nature around us in relation to ourselves, and to thinkand express ourselves and our lives.
⑶ Develop an attitude of working on people, society and nature around you, learning withmotivation and confidence, and enriching your life.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 1 and Grade 2〕
１ Objectives⑴ Through being involved in school, home and community life, think about the relationshipbetween yourself and people close to you, society and nature, realize their goodness andsplendor, and your relationship with yourself, and have an attachment to the communityand enjoy nature. Take good care of yourself and act safely and appropriately as a memberof a group or society.
⑵ By interacting with other people, society and nature around us, devise and enjoy others,
realize the goodness and importance of our activities, and improve our play and life.
⑶ By looking at ourselves, we can think about our life, growth, and the support of people close
to us, be aware of our goodness and potential, and live with motivation and confidence.
２ Content
Instruct the following contents in order to develop the qualities and abilities of the objectives
above.
〔Contents related to school, home and community life〕(1) Through activities related to school life, think about the state of school facilities, people andfriends who support school life, the state of routes to and from school and people who keep
the safety of children, and various people’s lives at school. Observe how others are involvedin the facilities, and how they try to play and live with fun and peace of mind, and to gohome from school safely.
(2) Through activities related to family life, try to live with care and think about your family athome and what you can do yourself, and you can see that life at home supports each other.
⑶ Through activities related to the community, think about the places in the community andthe people who live and work there, understand that our lives are related to various people
and places, and become familiar with and attached to them.
〔Contents related to activities related to people, society and nature〕⑷ Through activities that use public facilities, feel their importance and grasp their work, and
77

⑸

⑹

⑺

⑻

understand that there are things that everyone uses around you and that there are people
who support them. Take care of them and try to use them correctly.
Through activities such as observing the nature around us and being involved in seasonal
and local events, discover their differences and characteristics, and the state of nature,changes in the four seasons, and changes in life will change depending on the season. Onceaware of them, try to incorporate and enjoy in your life.
Through activities such as using familiar nature and using familiar objects, devise and create
things to use for play and play, and while noticing the fun and wonders of nature, everyone
can try to create play while having fun.
Through activities such as raising animals and growing plants, work with interest in where
they grow, how they change and grow, and they realize that they have life and are growing,
and that they are familiar with living things.
Through activities to communicate our lives and local events with people close to us,
imagine other people, choose what we want to convey and how to convey it, and be awarethat it is good and fun to interact with people close to us. One this is understood, students
should be more willing to interact with each other.

〔Content about your own life and growth〕⑼ Through activities that look back on one's own life and growth, one can think about oneself
and the people who supported them, and understand that once grown up, they havebecome able to do things themselves, and that their role has increased. At the same time,
be grateful to the people who have supported your life and growth so far, and try to live
enthusiastically with a wish for future growth.
III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foreseeing the unity of contents and time such as year and unit, and aiming to realize
proactive, interactive and deep learning of children toward the development of qualities
and abilities to be nurtured in it. At that time, through concrete activities and experiences,
we will make use of the viewpoints and ways of thinking related to familiar life, and enhancelearning activities so that children can concretely grasp the relationship between
themselves and local people, society and nature. Therefore, actively incorporate activities
outside the school.
⑵ Set learning activities in anticipation of the second grade based on the stage andcharacteristics of the child’s development.
(3) Regarding ⑺ of the content in section two, it shall be handled for both grades, andcontinuous breeding of animals and cultivation of plants should be carried out so that theway of being involved with animals and plants is deepened.
⑷ Actively promote relationships with other school subjects, enhance the effectiveness of
instruction, enhance overall education in the lower grades, enable smooth connection toeducation in the middle grades and beyond, and consider the expectations covered forkindergarten education. In particular, at the beginning of elementary school, it is possible
to smoothly shift from comprehensive learning through play in early childhood to learningin other subjects, etc., and to move toward more subjective learning while demonstrating
oneself independently. At that time, devise measures such as providing comprehensive andrelated guidance centered on life sciences and setting flexible timetables.
⑸ For children with disabilities, systematically devise instruction content and instruction78methods according to the difficulties that arise when conducting learning activities.
⑹ Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with moral departments, etc., the characteristics of life
departments regarding the contents shown in Chapter 3 Special Subjects Morals give
appropriate guidance according to the situation.
２ Regarding the utilization of the content in section two, the following matters shall be taken
into consideration:⑴ Make the best use of local people, society and nature, and devise learning activities toincorporate them.
⑵ Enjoy the fun of activities related to people, society and nature around us, and express andthink about what you noticed and enjoyed through them in various ways such as words,
pictures, movements, and drama. Also, by expressing and thinking in this way, devise ways
to ensure awareness and associate what you have noticed.
⑶ To be able to think based on what you have noticed through specific activities andexperiences, try to carry out various learning activities such as finding, comparing,comparing, trying, seeing, and devising.
(4) In conducting learning activities, information devices such as computers should be usedappropriately according to the developmental stage and characteristics of children and thecharacteristics of life sciences, based on their characteristics.
⑸ In conducting specific activities and experiences, make it possible to interact with a varietyof people, such as familiar infants, the elderly, and children with disabilities.
⑹ Guidance on habits and skills necessary for daily life should be conducted in line with thedevelopment of learning activities related to people, society, nature, and oneself.

79

Section 6 MUSICI OBJECTIVES
Through activities of expression and appreciation, we aim to develop the qualities and abilities
related to the sound and music in our daily lives and society by exercising our musicalperspectives and ways of thinking as follows.
(1) Understand the relationship between the tune and the structure of music, and acquire theskills necessary to express oneself through music.
(2) Be able to create musical expressions and enjoy and listen to music.
⑶ By experiencing the joy of music activities, we will cultivate a feeling of love for music anda sensitivity to music, as well as cultivate an attitude of familiarity with music and cultivaterich emotions.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 1 and Grade 2〕
１ Objectives⑴ Be aware of the relationship between the idea of music and the structure of music, andacquire the singing, instrumental music, and music-making skills necessary to enjoy musicalexpression.
⑵ Be able to enjoy and listen to music while thinking about musical expression and having afeeling for expression, and finding the joy of songs and performances.
⑶ While feeling the joy of engaging in music and collaborating in music activities, familiarize
yourself with the various music around you and cultivate an attitude of trying to make yourlife bright and moist by making use of your musical experience.
２ Content
Ａ Expression⑴
Instruct students to acquire the following items through singing activities:
a. While gaining and utilizing knowledge and skills about singing expressions, feel the tune,
devise expressions, and think about how to sing.
b. Be aware of the relationship between the song and the structure of the music, and therelationship between the song and the scenes and feelings expressed by the lyrics.
c. Acquire the following skills necessary to express what you want.
⚫ Skills to listen to and sing, to imitate and recite by note
⚫ Skills to sing while paying attention to your own singing voice and pronunciation⚫ Skills to listen to each other's singing voice and accompaniment and sing together⑵
Instruct students to acquire the following items through instrumental music activities.
a. While gaining and utilizing the knowledge and skills of instrumental expression, feel the tune,
devise expressions, and think about how to play.
b. Be aware of the following points:⚫ The relationship between the song and the structure of music⚫ Relationship between the tone of the instrument and the way it is playedc. Acquire the following skills necessary to express what you want:⚫ Skills to play by listening to accompaniment and watching rhythm notation⚫ Skills to play melody and percussion instruments, paying attention to tone
⚫ Skills to listen to the sounds and accompaniment of each other's instruments and play them
80

⑶
a.

b.

c.

together
Instruct students to acquire the following items through music-making activities:
Be able to do the following while gaining and utilizing knowledge and skills related to music
making.
⚫ Get ideas for making music through playing with sounds.
⚫ Think about how to turn sound into music.
Be aware of the following in relation to the fun they create.
⚫ Characteristics of various sounds around us⚫ Features of how to connect sounds and phrases
Acquire the following skills necessary for expressing ideas and expressing them in a waythat suits your thoughts.
⚫ Skills to improvise by selecting and connecting sounds based on the set conditions⚫ Skills to make simple music using the mechanism of music

Ｂ Appreciation
Instruct students to acquire the following items through appreciation activities.
a. While gaining and utilizing knowledge about music appreciation, discover the joy of songs
and performances, and enjoy and listen to the entire song.
b. Be aware of the relationship between the song and the structure of music.
〔Common Points〕⑴ Through the guidance of “A Expression” and “B Appreciation,” teach students to acquire
the following items:
a. Listening to the elements that make up music, and feeling the goodness, fun, and beautyof those works, think about the relationship between what you hear and what you feel.
b. Understand the elements that make up music and the familiar notes, rests, symbols andterms related to them in relation to their work in music.
３ Utilization of the Content⑴
Use the following for singing materials:
a. As for the main singing materials, songs sung in unison and rounds, including common
materials in each grade.
b. Common materials〔Grade 1〕「Umi (Sea)」(MEXT song）Lyrics: Ryuha Hayashi Music: Takeshi Inoue「Katatsumuri (Snail)」(MEXT song）「Hi no Maru (The Sun)」（MEXT song）Lyrics: Tatsuyuki Takano Music: Teiichi Okano「Hiraita Hiraita (Blossomed)」（Nursery song）〔Grade 2〕「Kakurenbo (Hide and Seek)」(MEXT song）Lyrics: Ryuha Hayashi Music: Kanichi Shimofusa「Haru ga Kita (Spring Has Come)」（MEXT song）Lyrics: Tatsuyuki Takano Music: Teiichi Okano「Mushi no Koe (Sound of Bugs)」（MEXT song）「Yuyake Koyake (Red Sunset, Orange Sunset)」Lyrics: Ukou Nakamura Music: Shin Kusakawa⑵ As for the main instrumental music teaching materials, we handle songs that include simple
rhythm accompaniment and bass part to the main melody, including the singing teachingmaterials that have already been learned.
(3) The appreciation materials are as follows:a. Various kinds of songs such as children's songs and play songs in Japan and other countries,
81

b.
c.

music that makes it easy to feel the pleasure of moving, such as march songs and dancemusic, and music that makes it easy to imagine scenes related to everyday life.
A song that is easy to feel and familiar with the functions of the elements that make up themusic
Songs with various playing styles that make it easy to capture the tones of musicalinstruments and the characteristics of human voices〔Grade 3 and Grade 4〕

１ Objectives⑴ Be aware of the relationship between the idea of music and the structure of music, andacquire the singing, instrumental music, and music-making skills necessary to express themusic you want to express.
⑵ Be able to taste and listen to music while thinking about musical expression and having
thoughts and intentions about the expression, and finding the goodness of songs andperformances.
⑵ While feeling the joy of being willing to get involved in music and collaborating in music
activities, familiarize oneself with various kinds of music and cultivate an attitude of trying
to make your life bright and moist by making use of your musical experience.
２ Content
Ａ Expression⑴
Instruct students to acquire the following items through singing activities:a.
While gaining and utilizing knowledge and skills about singing expressions, devise
expressions that capture the characteristics of the song, and have thoughts and intentions
about how to sing.
b. Be aware of the relationship between the song and the structure of the music and thecontent of the lyrics.
c. Acquire the following skills necessary to express according to your thoughts and intentions:⚫ Sing by listening to songs and music in C major⚫ Sing in a natural and reasonable way, paying attention to breathing and pronunciation⚫ Listen to each other’s singing voices, secondary melodies, and accompaniment, andsing together⑵ Instruct students to acquire the following items through instrumental music activities:a.
While gaining and utilizing the knowledge and skills of instrumental expression, devise
expressions that capture the characteristics of the song, and have thoughts and intentions
about how to play.
b. Be aware of the following points:⚫ The relationship between the song and the structure of music⚫ The relationship between the tone and sound of an instrument and the way it is playedc. Acquire the following skills necessary to express according to your thoughts and intentions:⚫ Play by listening to accompaniment and watching music in C major⚫ Play melody and percussion instruments, paying attention to tone and sound⚫ Listen to the sounds of each other's instruments, secondary melodies, andaccompaniment, and play them together⑶ Instruct students to acquire the following items through music-making activities:
a. Be able to do the following while gaining and utilizing knowledge and skills related to music
making.
82

⚫
⚫

b.

c.

Get the idea of making music through improvisational expression.
Have thoughts and intentions about how to make music that is conscious of unity bycomposing sound into music.
Be aware of the following in relation to the goodness and fun they produce:⚫ Characteristics of various sounds and their combinations⚫ Features of how to connect and layer sounds and phrases
Acquire the following skills necessary to express ideas and expressions that match yourthoughts and intentions:⚫ Improvise by selecting and combining sounds based on the set conditions⚫ Make music using the musical mechanisms

Ｂ Appreciation⑴
Instruct students to acquire the following items through appreciation activities:
a. While gaining and utilizing knowledge about appreciation, discover the goodness of thesong and performance, and enjoy and listen to the entire song.
b. Be aware of the relationship between the tune and its changes and the structure of music.
〔Common Points〕(2) Through the guidance of “A Expression” and “B Appreciation,” teach students to acquire thefollowing items:
a. Listening to the elements that make up music, feeling the goodness, fun, and beauty of
those works, and thinking about the relationship between what you hear and what you feel.
b. Understand the elements that make up music and the notes, rests, symbols and terms
related to them in relation to the work in music.
III UTILIZATION OF THE CONTENT⑴ Use the following for singing materials:a.
As for the main singing materials, songs sung in unison and simple chorus, includingcommon materials in each grade.
b. Common materials〔Grade 3〕「Usagi (Rabbit)」（Japanese folk song）「Cha Tsumi (Tea Leaf Picking」（MEXT song）「Haru no Kogawa (Spring Creek)」（MEXT song）Lyrics: Tatsuyuki Takano Music: Teiichi Okano「Fujisan (Mt. Fuji)」（MEXT song）Lyrics: Sazanami Iwaya〔Grade 4〕「Sakura Sakura (Cherry Tree)」 （Japanese folk song）「Tonbi (Black Kite)」
Lyrics: Shigeru Kuzuhara Music: Tadashi Yanada「Makiba no Asa (Morning in the Pastures)」（MEXT song）Music: Eikichi Funabashi「Momiji (Maple Tree)」（MEXT song）Lyrics: Tatsuyuki Takano Music: Teiichi Okano⑵ As for the main instrumental music teaching materials, introduce songs such as simple
ensemble, including the singing teaching materials that have already been learned.
(3) The appreciation materials are as follows:a.
Various kinds of music such as Japanese music including Japanese musical instrument
music, local music, music that is easy to grasp the relationship with life such as folk songs
transmitted to other countries, drama music, music that has been familiar to people for along time, etc.
b. Songs that make it easy to feel the function of the elements that make up the music andmake it easier to listen to.
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c.

Songs with various performance forms including solo, solo, solo, and solo, which make iteasy to hear the difference in performance expression by musical instruments and humanvoices.
〔Grade 5 and Grade 6〕

１ Objectives⑴ Understand the relationship between the tune and the structure of music, and acquire thesinging, instrumental music, and music-making skills necessary to express the music you
want to express.
⑵ Be able to enjoy and listen to music while thinking about musical expression and having
thoughts and intentions about the expression, and finding the goodness of songs andperformances.
⑶ While enjoying the joy of being actively involved in music and collaborating in music
activities, familiarize oneself with various kinds of music and cultivate an attitude of trying
to make your life bright and moist by making use of your musical experience.
２ Content
Ａ Expression⑴
Instruct students to acquire the following items through singing activities:
a. While gaining and utilizing knowledge and skills about singing expressions, devise expressions
suitable for the characteristics of the song, and have thoughts and intentions about how to
sing.
b. Understand the relationship between the song and the structure of music and the content
of the lyrics.
c. Acquire the following skills necessary to express according to your thoughts and intentions.
⚫ Sing by listening to singing and watching scores in C major and A minor⚫ Sing in a natural, natural, and sounding way, paying attention to breathing andpronunciation⚫ Listen to the singing voice of each voice, the overall sound, and the accompaniment,
and sing together⑵ Instruct students to acquire the following items through instrumental music activities:a.
While gaining and utilizing the knowledge and skills of instrumental expression, devise
expressions suitable for the characteristics of the song, and have thoughts and intentions
about how to play.
b. Understand the following points:⚫ The relationship between the song and the structure of music⚫ The relationship between the tone and sound of various musical instruments and theway they are playedc.
To acquire the following skills necessary to express according to your thoughts andintentions:⚫ Play by listening to accompaniment and watching scores in C major and A minor.
⚫ Play melody and percussion instruments, paying attention to timbre and sound.
⚫ Listen to the sound of the instrument of each voice, the overall sound, and theaccompaniment, and play together.
⑶ Instruct students to acquire the following items through music-making activities:
a. Be able to do the following while gaining and utilizing knowledge and skills related to music
making:84⚫
⚫

Get various ideas for making music through improvisational expression.
Have thoughts and intentions about how to make music that is conscious of the whole
unity by composing sound into music.
b. Understand the following in relation to the goodness and fun they produce:⚫ Characteristics of various sounds and their combinations⚫ Features of how to connect and layer sounds and phrasesc. To acquire the following skills necessary to express ideas and expressions that match yourthoughts and intentions:⚫ Improvise by selecting and combining sounds based on the set conditions⚫ Make music using the mechanism of music
Ｂ Appreciation⑴
Instruct students to acquire the following items through appreciation activities:
a. While gaining and utilizing knowledge about appreciation, discover the goodness of thesong and performance, and enjoy and listen to the entire song.
b. Understand the relationship between the tune and its changes and the structure of music.
〔Common Points〕⑴ Through the guidance of “A Expression” and “B Appreciation,” students should acquire thefollowing skills:
a. Listening to the elements that make up music, and feeling the goodness, fun, and beautyof those works, think about the relationship between what you hear and what you feel.
b. Understand the elements that make up music and the notes, rests, symbols and terms
related to them in relation to their work in music.
３ Utilization of the Content⑴
Use the following for singing materials:
a. As for the main singing materials, songs sung in unison and chorus, including three songsin the common materials of b. in each grade.
b. Common materials〔Grade 5〕「Koinobori (Carp Streamers)」 (MEXT song）「Komori Uta (Lullaby)」 （Japanese folk song）「Ski no Uta (Ski Song)」 （MEXT song） Lyrics: Ryuha Hayashi Music: Kunihiko Hashimoto「Fuyu Geshiki (Winter Scenery)」（MEXT song）〔Grade 6〕「Etenraku Imayo (Music From Heaven) [lyrics to 2nd verse]」（Japanese folk song） Composer:
Kasho Jichin「Oboro Tsukiyo (Hazy Moonlit Night」（MEXT song）Lyrics: Tatsuyuki Takano Music: Teiichi
Okano「Furusato (Hometown)」 （MEXT song） Lyrics: Tatsuyuki Takano Music: Teiichi Okano「Ware wa Umi no Ko (We are Children of the Sea) [lyrics to 3rd verse]」（MEXT song）⑵ For the main instrumental music teaching materials, we will handle songs such as simple
ensemble and ensemble in consideration of the performance effect of the instrument.
(3) The appreciation materials are as follows:a. Various kinds of songs such as Japanese music including Japanese musical instrument music,
music that is easy to grasp the relationship with culture such as music of other countries,
music that has been familiar to people for a long time, etc.
85

b.
c.

Songs that make it easy to feel the function of the elements that make up the music anddeepen the joy of listening.
Songs with various performance forms including ensemble and chorus, where you canenjoy the overlapping sounds of musical instruments and human voices.

III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foreseeing the content and time of the subject, etc., and aiming to realize proactive,
interactive and deep learning of children toward the development of qualities and abilities
to be nurtured in it. At that time, it is important to have a series of processes of thinking,judging, and expressing, such as creating musical expressions and listening to music to findout its goodness, while working with other people by exercising musical viewpoints andways of thinking. To enhance the learning that has been done.
⑵ Regarding the guidance of “A Expression” in sections ⑴, ⑵ and ⑶ of the contents ofeach grade, each item of a, b and c, and about the guidance of ⑴ of “B Appreciation,”each item of a. and b. should be taught.
⑶ The [Common Points] of the contents of each grade are the qualities and abilities that arecommonly required in learning expression and appreciation, and sufficient guidance isprovided in addition to the instruction of “A Expression” and “B Appreciation.”⑷ Regarding the guidance of ⑴, ⑵ and ⑶ of “A Expression” and ⑴ of “B Appreciation”
of the contents of each grade, as appropriate, try to relate each area and field by requiring
the items in [Common Points].
(5) The national anthem “Kimigayo” should be taught so that it can be sung in any grade.
⑹ In the lower grades, based on Chapter 1 General Provisions 2-4 (1), actively promote
relationships with other subjects, etc. to enhance the effect of instruction, and continue
the expectations of early childhood as shown in the Kindergarten Education Guidelines. In
particular, at the beginning of elementary school, devise measures such as providing
comprehensive and related guidance centered on life sciences and setting flexible
timetables.
⑺ For children with disabilities, systematically and systematically devise instruction content
and instruction methods according to the difficulties that arise when conducting learning
activities.
(8) Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with moral departments, etc., the characteristics of the music
department regarding the contents shown in Chapter 3 Special Subjects Morals give
appropriate guidance according to the situation.
２ Regarding the utilization of the content in section two, the following matters shall be taken
into consideration:⑴ Instructing “A Expression” and “B Appreciation” in each grade should be handled as follows:a. Communicate with sounds, music, and words, such as communicating and sympathizing
with the images and emotions evoked by music, thoughts and intentions for musicalexpressions, and what you felt and imagined when listening to music. Devise guidance sothat the appropriate language activities can be positioned appropriately.
b. Incorporate physical activity in line with the aim of instruction so that you can experiencea sense of unity with music and use your imagination to get involved with music.
c. In order to enable children to use various senses to deepen their understanding of music
and to engage in learning independently, devise guidance so that computers and86

educational equipment can be used effectively.
Incorporate sounds and music in life and society according to the actual conditions of thechild, school, and community, such as enabling children to be aware of the connection withmusic activities inside and outside the school such as public facilities.
e. For many songs, noticed that there are authors who created them, and try to cultivate an
attitude of valuing the songs learned. Be conscious of respecting the creativity of theauthors. Also, consider that this is the basis for understanding that it supports the
succession, development, and creation of music culture.
⑵ When teaching chords, students should be able to feel the facial expressions of chords
through activities such as chorus and ensemble. In addition, for songs in major and minor
keys, teach mainly chords such as I, IV, V and V7.
(3) When teaching music about Japan and hometowns, devise teaching methods for how toshow sound sources and sheet music, how to sing along with songs, how to play musicalinstruments, etc. so that you can feel the goodness and express and appreciate them.
(4)
When teaching the singing of ⑴ of “A Expression” in each grade, handle it as follows:a.
Regarding singing teaching materials, in addition to common teaching materials, cover
Japanese songs such as children's songs and folk songs that have been handed down in eachregion, in addition to common teaching materials, so that you can be attached to the musicof Japan and your hometown.
b. Use the moving singing method as appropriate to develop a relative sense of pitch.
c. Attention should be paid to the characteristics of one's voice even before the voice change,
and appropriate consideration should be given to children during the voice change period.
⑸ The instruments in ⑵ of “A Expression” in each grade should be handled as follows:a
The percussion instruments to be picked up in each grade should be selected inconsideration of the effect of performance, the actual situation of children and schools,
including xylophones, metallophones, Japanese musical instruments, and various musicalinstruments from other countries.
b. The melody instruments to be picked up in the first and second grades should be selectedfrom organs, keyboard harmonica, etc. in consideration of the actual conditions of children
and schools.
c. The melody instruments to be picked up in the 3rd and 4th grades should be selected fromrecorders, keyboard instruments, Japanese musical instruments, etc., including those thathave already been learned, in consideration of the actual conditions of children and schools.
d. The melody instruments to be picked up in the 5th and 6th grades should be selected fromelectronic musical instruments, Japanese musical instruments, musical instruments
transmitted to other countries, etc., including already learned musical instruments, inconsideration of the actual situation of children and schools.
e.
When selecting an instrument to be used in an ensemble, make the best use of thecharacteristics of the instrument so that the performance can take advantage of the role ofeach voice.
⑹ Instructing music making in (3) of “A Expression” in each grade should be handled asfollows:a.
In sound play and improvisational expression, instruct students to search for various
sounds from familiar things and to imitate rhythms and melodies so that they can get ideas
for making music. At that time, devise guidance so that children can select and combine
sounds without difficulty, such as setting appropriate conditions.
b.
Guidance should be devised so that music making activities can be carried out with aperspective, such as giving guidance on what kind of music and how to make it while87d.

showing concrete examples according to the actual situation of the child.
For the music students make, have them record the work as needed, in line with the aimof the instruction. As for how to record the work, give flexible guidance such as drawing,drawing, and staff and notation.
d. Try to pick up beatless rhythms, scales used in Japanese music, and scales that are notbound by tonality, according to the actual situation of the child.
⑺ In teaching “B Appreciation” in each grade, it is possible to incorporate activities expressedin words, etc., to notice and understand the relationship between song ideas and thestructure of music, and to discover the enjoyment and goodness of songs and performances.
⑻ Regarding the “elements that form music” shown in the [Common Points] of each grade,guidance is given by appropriately selecting and associating from the following according
to the stage of development of the child and the aim of guidance.
a. Elements that characterize music
tone，rhythm，pace，melody，accent，overlapped sounds，chord sounds，musical scale，
pitch，beat，phrase, etc.
b. How music works
repetition, call and response, change, relationship between vertical and horizontal music, etc.
⑼ Regarding the “notes, rests, symbols and terms” shown in (1)b. of [Common Points] of each
grade, in consideration of the learning situation of the child, understand the following in
relation to the work in music.
c.

88Section 7ART

I OVERALL OBJECTIVES
Through activities of expression and appreciation, we aim to develop the qualities and abilities
that are richly related to the shapes and colors of life and society by exercising a figurative
perspective and way of thinking as follows.
⑴ Be able to creatively create and express things by using materials and tools and devising
ways of expressing them, while understanding through one's senses and actions the figurative
viewpoints that capture objects and events.
(2) Be able to think about the goodness and beauty of modeling, what you want to express,
how to express it, creatively think and conceive, and deepen your own perspective andfeeling about the work.
(3) Enjoy the joy of creating, cultivate sensibilities, cultivate an attitude of trying to create a fun
and prosperous life, and cultivate rich emotions.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 1 and Grade 2〕
１ Objectives⑴ While noticing through one's own senses and actions about a figurative viewpoint that
captures an object or event, use materials and tools to make the senses of the hands andthe whole body work, and devise ways of expressing them to create and express creatively.
To be able to.
⑵ Think about the fun and enjoyment of modeling, what you want to express, how to express
it, etc., so that you can have fun thinking and thinking, and expand your own perspective
and feeling from the works around you.
⑶ Engage in activities to express and appreciate in a fun way, enjoy the joy of creating, andcultivate an attitude of trying to create a fun life by being involved in shapes and colors.
２ Content
Ａ Expression⑴
Instruct students to acquire the following items related to ideas and ideas throughexpression activities.
a.
Through activities to play with modeling, think about modeling activities based on the
shapes and colors of familiar natural objects and artificial materials, and think about how
to work while making the most of your senses and feelings.
b. Think about how to express, choose your favorite shape and color, and think about various
shapes and colors from what you felt and imagined through the activities of expressing inpictures, solids, and crafts.
⑵ Instruct students to acquire the following skills-related matters through expression
activities.
a. Through activities to play with modeling, you should get used to familiar and easy-to-use
materials and tools, and use your hands and the whole body's senses such as arranging,connecting, and stacking to devise activities.
b. Through activities to express in pictures, solids, and crafts, you should get used to familiarand easy-to-use materials and tools, and use your hands and the senses of the whole body89to express them based on what you want to express.
Ｂ Appreciation⑴
Instruct students to acquire the following items through appreciation activities.
a. Through activities to appreciate the works around us, we can feel and think about the funand enjoyment of modeling our works and familiar materials, what we want to express,
how to express them, and how we see and feel ourselves.
〔Common Points〕⑴ Through the guidance of “A Expression” and “B Appreciation,” acquire understanding of
the following:a. Awareness of shapes and colors through your senses and actions.
b. Own image based on shape and color.
〔Grade 3 and Grade 4〕
１ Objectives⑴ Understand the figurative viewpoint that captures an object or event through one's own
senses and actions, and to create and express creatively by making full use of the hands andbody, using materials and tools, and devising ways of expression.
⑵ Think about the goodness and fun of modeling, what you want to express, how to express
it, etc., so that you can have rich ideas and ideas, and expand your own perspective andfeeling from familiar works.
(3) Engage in activities that are willing to express and appreciate, enjoy the joy of creating, andcultivate an attitude of trying to create a fun and prosperous life by being involved in shapes
and colors.
２ Content
Ａ Expression⑴ Instruct students to acquire the following items related to ideas and ideas throughexpression activities.
a. Through activities to play with modeling, think about how to work while coming up withmodeling activities based on familiar materials and places, and thinking about new shapes
and colors.
b. Through activities to express in pictures, solids, and crafts, make the best use of shapes,
colors, and materials.
⑵ Instruct students to acquire the following skills-related matters through expression
activities.
a. Through activities to engage in modeling, handle materials and tools appropriately, andmake use of the experience of materials and tools up to the previous grade, combine, cut
and connect, change the shape, etc., and the whole hand and body.
b. Through activities to express through pictures, solids, and crafts, while handling materials
and tools appropriately, and making use of the experience of materials and tools up to theprevious grade, make full use of the hands and body.
Ｂ Appreciation⑴
Instruct students to acquire the following items through appreciation activities:a.
Through activities to appreciate familiar works, feel and think about one’s own works,
90

familiar art works, the goodness and fun of modeling such as the process of production,
what we want to express, and various ways of expressing.
〔Common Points〕⑴ Through the guidance of “A Expression” and “B Appreciation,” acquire understanding of
the following:a. Understand the feeling of shape and color through one's senses and actions.
b. Have your own image based on the feeling of shape and color.
〔Grade 5 and Grade 6〕
１ Objectives⑴ Be able to creatively create and express things by using materials and tools and devising
ways of expressing them, while understanding through one's senses and actions thefigurative viewpoints that capture objects and events.
⑵ Be able to think about the goodness and beauty of modeling, what you want to express,
how to express it creatively, and deepen your own perspective and feeling from familiar
works.
⑶ Engage in activities to express and appreciate independently, enjoy the joy of creating, andcultivate an attitude of trying to create a fun and rich life by being involved in shapes andcolors.
２ Content
Ａ Expression⑴ Instruct students to acquire the following items related to ideas and ideas throughexpression activities.
a. Through activities to play with modeling, think about how to work while coming up withmodeling activities based on the characteristics of materials, places, spaces, etc., andconsidering the composition and surroundings.
b. Through activities to express in pictures, solids, and crafts, students find what they want
to express from what they feel, imagine, see, and communicate, and the shapes, colors,
characteristics of materials, and the beauty of composition. Think about how to express the
subject while thinking about feelings and uses.
⑵
Instruct students to acquire the following skills-related matters through expression
activities:a.
Through activities to engage in modeling, utilize materials and tools according to theactivity, comprehensively utilize the experience and skills of materials and tools up to theprevious grade, combine methods, etc.
b.
Through activities to express in pictures, solids, and crafts, utilize materials and tools
according to the expression method, and comprehensively utilize the experience and skillsof materials and tools up to the previous grade, and methods suitable for expression.
Ｂ Appreciation
Instruct students to acquire the following items through appreciation activities:
a. Through activities to appreciate familiar works, our own works, familiar works of art inJapan and other countries, the goodness and beauty of modeling such as modeling in ourlives, the intention and characteristics of expression, and how to express it. Deepen one's
point of view and feeling by thinking about changes in the art.
91

〔Common Points〕⑴
Through the guidance of “A Expression” and “B Appreciation,” acquire understanding of
the following:a. Understand the figurative features such as shape and color through one's senses and actions.
b. Have your own image based on modeling features such as shape and color.
III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foresee the content and time of the subject, etc., and aim to realize proactive, interactive
and deep learning of children toward the development of qualities and abilities to be
nurtured. At that time, make use of the sculptural viewpoints and ways of thinking, andenhance learning by associating qualities and abilities related to expression andappreciation with each other.
⑵ The instruction of “A Expression” and “B Appreciation” of the contents of section two foreach grade should be related to each other. However, if it is necessary to enhance the effectof the instruction, the instruction of “B Appreciation” should be given independently
according to the actual situation of the child and the school.
⑶ The [Common Points] of the contents of each grade in section two are the qualities andabilities that are commonly required in learning expression and appreciation, and sufficientguidance is provided in addition to the instruction of “A Expression” and “B Appreciation.”⑷ Regarding “A Expression” in the contents of each grade in section two, in activities toengage in modeling, point one of ⑴ and ⑵ are associated, and in activities to express
pictures, solids, and crafts, point two in ⑴ and ⑵ are associated. At that time, thenumber of lesson hours to be paid to the instruction of point two in (1) and (2) should beapproximately equal.
(5) Regarding the guidance of “A Expression” in the contents of each grade in section two, theactivities to be jointly created should be taken up as appropriate.
⑹ Regarding the content for each grade in section two “B Appreciation,” guidance should begiven based on the characteristics of their own works of art.
⑺ In the lower grades, based on Chapter 1 General Provisions 2-4 (1), actively promote
relationships with other subjects, etc. to enhance the effect of instruction, along with the
expectations for early childhood as shown in the Kindergarten Education Guidelines. In
particular, at the beginning of elementary school, devise measures such as providing
comprehensive and related guidance centered on life sciences and setting flexible
timetables.
⑻ For children with disabilities, systematically and systematically devise instruction content
and instruction methods according to the difficulties that arise when conducting learning
activities.
⑼ Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with morals, etc., give appropriate guidance for the contents
shown in Chapter 3 Special Subjects Morals.
２ Regarding the utilization of the content in section two, the following matters shall be taken
into consideration:⑴ Allow children to make the most of their individuality, to have a wide range of learning
activities and expressions.
⑵ Through the guidance of “A Expression” and “B Appreciation” in each grade, children should
be aware of the relationship between A and B in [Common Points].
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⑶In the guidance of [Common Points] in a., the following matters should be taken into
consideration, and if necessary, they should be taken up repeatedly in the subsequent
grades.
a. In grades 1 and 2, capture various shapes, colors, and touches.
b. In grades 3 and 4, capture the feeling of shape, the feeling of color, the feeling of their
combination, and the brightness of color.
c. In grades 5 and 6, capture movement, depth, balance, and vividness of color.
⑷ In teaching “A Expression” in each grade, the attitude of trying to create a fun andprosperous life by enabling children to carry out activities while valuing the desires theywant to achieve throughout the entire process, discovering their own goodness andpotential.
(5) In each activity, recognize and respect each other's goodness and individuality.
⑹ Materials and tools shall be handled as follows, and as necessary, they shall be taken up in
a rudimentary form in the grades before the relevant grade, or repeatedly taken up in thesubsequent grades.
a. In grades 1 and 2, use familiar and easy-to-use items such as soil, clay, wood, paper, crayons,paths, scissors, glue, and simple knives.
b. In grades 3 and 4, use wood chips, planks, nails, watercolors, knives, easy-to-use saws, andhammers.
c. In grades 5 and 6, use wires, jig saws, etc.
⑺ Regarding point two of ⑴ and ⑵ of “A Expression” in each grade, students should be
able to have the experience of making a pottery plate and firing according to the actual
situation of the child and the school.
⑻ In teaching “B Appreciation” in each grade, use local museums or cooperate with eachother according to the actual conditions of the children and the school.
⑼ In teaching “A Expression” and “B Appreciation” in each grade, have discussion activities totalk about what students felt and thought their ability, judgment, and expression, etc., fromthe viewpoint of the items shown in [Common Points].
⑽ The use of information devices such as computers and cameras should be treated as oneof the tools used in expression and appreciation activities, and the necessity should be
carefully considered before use.
⑾ Be aware of the value of creativity and cultivate an attitude of valuing the creativity thatappears in one’s works of art. Also, consider that cultivating this attitude provides a basis
for understanding that it supports the succession, development, and creativity of art culture.
３ Regarding the materials, tools, and activity locations used in modeling activities, careshould be taken to prevent accidents by giving guidance on safe handling and inspecting in
advance.
４ Consideration shall be given so that the works can be viewed in normal school life bydisplaying the works in appropriate places in the school. In addition, depending on the actual
situation of the school and the area, opportunities to display children's works outside the school
shall be provided.

93Section 8 Home Economics
I OBJECTIVES
Develop the following qualities and abilities to improve our lives through practical andexperiential activities related to clothing, food and housing by exercising our perspectives andways of thinking related to our daily lives.
⑴ Students will acquire basic understanding of family, home, clothing, food and housing,consumption and environment necessary for daily life, and acquire skills related to them.
⑵ Develop the ability to solve problems by finding problems in daily life, setting problems,
thinking about various solutions, evaluating and improving practices, and expressing
thoughts.
(3) Foster a feeling of valuing family life, think about relationships with family members andlocal people, and cultivate a practical attitude of devising ways to improve life as a memberof the family.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 5 and Grade 6〕
１ Content
Ａ Family / Family Life
With regard to the following items (1) to (4), instruct students to acquire the following items
through activities to think and devise for a better family life by cooperating with family members
and local people with issues.
⑴
My growth and family / family life
a. Be aware of one’s own growth and realize the importance of family life and family and thatfamily life is managed by the cooperation of family members.
⑵ Family life and work
a. Understand that there are jobs that support family life in the home, that they need tocooperate and share with each other, and that they can use their living time effectively.
b. Think and devise a family work plan.
⑶ Relationship with family and communitya. Acquire the following knowledge:⚫ Understand the importance of contact with family and grouping.
⚫ Understand that family life is made up of relationships with local people, and thatcooperation with local people is important.
b. Think and devise better relationships with your family and local people.
⑷ Challenges and practices for family and family life
a. Be able to find problems in daily life, set tasks, think about a better life, make plans, andput them into practice.
Ｂ Clothing, Food and Housing
Acquire the following items through activities to think and devise for healthy, comfortable,
safe and affluent eating habits, clothing habits, and living habits with issues regarding thefollowing items:⑴
The role of meals
a. Understand the role of meals and understand the importance of daily meals and how to
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eat.
b. Think about and devise a way to eat everyday so that you can enjoy eating.
⑵ Cooking basics
a. Acquire the following knowledge and skills:⚫ Understand the amount and procedure of ingredients required for cooking andunderstand how to follow recipes.
⚫ Understand the safe and hygienic handling of utensils and tableware necessary forcooking and the safe handling of cooking utensils for heating, and be able to use themappropriately.
⚫ Understand how to wash according to the ingredients, how to cut suitable for cooking,how to season, serve and clean up, and be able to do these tasks appropriately.
⚫ Understand how to boil and stir-fry ingredients appropriately.
⚫ Understand how to appropriately cook cooked rice and miso soup, which are
traditional daily foods.
b. Think of a cooking plan and devise a cooking method to prepare deliciously food.
⑶ Nutritional dieta. Acquire the following knowledge:⚫ Understand the types of nutrients your body needs and their main functions.
⚫ Understand the nutritional characteristics of foods and the need to combine dishes
and foods.
⚫ Understand the elements that make up the menu and understand how to make amenu for one meal.
b. Consider and devise a nutritionally balanced meal menu.
⑷ Wearing and caring for clothesa. Acquire the following knowledge and skills:⚫ Understand the main functions of clothing and understand how to wear everyday
clothes comfortably according to the season and situation.
⚫ Understand that daily clothes need to be cared for, how to attach buttons and how towash, and be able to do it properly.
b. Think about and devise a comfortable way to wear and care for your daily wear.
⑸ Make clothes to enrich your lifea. Acquire the following knowledge and skills:⚫ Understand the materials and procedures required for production, and understand the
production plan.
⚫ Understand how to sew by hand or sewing according to the purpose and how to handle
the tools safely, and be able to do it appropriately.
b. Think of a plan to make things that use cloth to enrich your life, and devise a procedure.
⑹ Comfortable way of living
a. Acquire the following knowledge and skills:⚫ Understand the main functions of a house and the importance of living in accordancewith the changing seasons.
⚫ Understand how to properly organize and clean the house.
b. Think about how to live according to the changing seasons, how to organize, organize andclean, and devise a comfortable way to live.
Ｃ Consumer Life / Environment
With regard to the following items (1) and (2), help students acquire the following skills forcreating a sustainable society.
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⑴
a.

How to use things/money and shopping
Acquire the following knowledge and skills:⚫ Understand the mechanism of shopping and the role of consumers, and understandthe importance of goods and money and how to use them in a planned manner.
⚫ Understand how to choose and buy familiar items, and be able to properly collect andorganize the information necessary for purchasing.
b. Utilize the information necessary for purchasing, and think about how to choose and buy
familiar items.
⑵ Environmentally friendly lifea. Understand the relationship between your life and the environment around you and how
to use environmentally friendly things.
b.
Think about how to use things and devise ways of living in consideration of theenvironment.
２ Utilization of the Content⑴
The content “A Family / Family Life” should be handled as follows:a. Regarding (1)a., study each content from A to C and relate it to various problems in daily
life, such as cooperation with family and local people, health, comfort, safety, creation of asustainable society, etc. Encourage students to realize that it is important to think from theperspective of and devise ways to solve the problem.
b. Regarding (2)b., make sure to relate it to the content “B Clothing, Food and Housing” sothat you can practice the work related to clothing, food and housing concretely.
c. Regarding (3), also deal with relationships with people of different generations such as
infants or younger children and the elderly. Regarding b., care should be taken to relate it
to learning in other subjects.
⑵ Regarding the content “B Clothing, Food and Housing,” handle it as follows:a. Also discuss traditional Japanese life and give consideration so that you can be aware of
the lifestyle culture.
b. Regarding point three of (2)a., handle green vegetables and potatoes as boiled ingredients.
Regarding point five, touch on the role of dashi, soup stock which is the basis of Japanese
food.
c. Regarding point one of (3)a., focus on the five major nutrients and the main functions offood in the body. Regarding point three, treat staple foods, main dishes, and side dishes as
elements that make up the menu.
d. Regarding dietary guidance, care should be taken to contribute to the enhancement of
dietary education according to the characteristics of home economics. Also, try to relate tolearning about food up to the 4th grade.
e. Regarding ⑸, handle the creation of bags, etc. for storing things used in daily life.
f. Regarding point one of ⑹a., mainly focus on heat/ cold, ventilation, lighting, and sound.
Regarding heat and cold, make a relation with the comfortable way of wearing everyday
clothes in point one of (4)a..
⑶ The content “C Consumer Life / Environment” should be handled as follows:a. Regarding ⑴, pick up familiar items such as tools and training materials handled in ⑶ of“Family / Family Life,” and ⑵, ⑸ and ⑹ of “B Clothing, Food and Housing.”b. Regarding point one of (1)a., touch on the basics of sales contracts.
c. Regarding (2), make sure that the content is related to "B Clothing, Food, and Housing " sothat students can learn practically.
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III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foresee the content and time of the subject, etc., and aim to realize proactive, interactive
and deep learning of children toward the development of qualities and abilities to be
nurtured in it. At that time, exercise the viewpoints and ways of thinking related to daily life,
associate knowledge with life experiences, etc. to deepen understanding, find problems indaily life, think about various solutions, and exchange opinions with others. Evaluate andimprove practice to enhance learning with an emphasis on the process of finding new issues.
⑵ The number of class hours to be distributed to each item from "A Family / Family Life" to "C
Consumer Life / Environment" and the grade of each item will be determined according to
the actual conditions of the child, school, and community. At that time, instruct ⑴a. of“Family / Family Life” in accordance with skills learned up to the 4th grade, and plan thecourse of study over two years interconnecting the learning of “A Family / Family Life,” “BClothing, Food and Housing Life,” and “C Consumer Life / Environment.”⑶ Regarding ⑷ of "Family / Family Life" in the second section, consider practical activities
that can be carried out at home or in the community, and set one or two tasks over the twoyears of study. At that time, make it possible to set tasks by associating with the contents
learned in “Family / Family Life" ⑵ or ⑶ , “B Clothing, Food and Housing,” and “C
Consumer Life / Environment.”⑷ Regarding ⑵ and ⑸ of the content of “B Clothing, Food and Housing” in section two, inorder to enhance the effect of learning, cover over two grades and plan to learn step by stepfrom simple tasks.
⑸ When composing the subject matter, accurately grasp the actual conditions of children,
schools, and the community, and try to relate the contents to each other to enhance theeffect of instruction. At that time, clarify the relationship with other subjects, etc., and makeit possible to systematically teach in anticipation of learning in junior high school.
⑹ For children with disabilities, systematically and systematically devise instruction content
and instruction methods according to the difficulties that arise when conducting learning
activities.
⑺ Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), give
appropriate guidance while considering the contents shown in Chapter 3 Special Subjects
Morals as related to the characteristics of home economics.
２ Regarding the handling of the content in section two, the following matters shall be taken
into consideration:(1) Enhance learning activities to help students understand various words in daily living settings
such as clothing, food and housing, and think about ways to improve life by using words andcharts to solve problems in one's life.
⑵ In giving guidance, actively utilize computers and information and communication networks
so that information can be collected and organized in practical training and the results ofpractice can be announced.
⑶ Enrich lessons with practical and experiential activities which think about the basis ofprocedures such as cooking and making and enjoying practicing tasks in order to acquire thebasic knowledge and skills to cultivate the foundation of independence in life.
⑷ In order to establish the learning content and make the best use of each student’s
individuality, grasp the characteristics and life experiences of the child, and provide
individualized instruction such as small group instruction according to the skill acquisition
situation and devising teaching materials and teaching tools.
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⑸ Consideration should be given so that the knowledge and skills acquired by children can beutilized in daily life by coordinating with homes and communities.
３ The following shall be taken into consideration when instructing the training:⑴ Consider the safety management of facilities and equipment, improve the learning
environment, and pay attention to the handling of heat sources, tools, machines, etc., andgive thorough guidance on accident prevention.
⑵ Be sure to dress properly, pay attention to hygiene, and properly care for and store theequipment.
⑶ Regarding foods used for cooking, pay attention to safety and hygiene, such as not handlingraw fish and meat. Also, consider food allergies.

98Section 9

Physical Education

I OBJECTIVES
Develop abilities and qualities to maintain and improve mental and physical health for a lifetimeand to realize a rich sports life by exercising the viewpoints and ways of thinking of physicaleducation and health, finding problems, and grasping the mind and body as one through thelearning process for solving them.
⑴ Understand how to perform various exercises according to their characteristics and thehealth and safety of everyday life, and acquire basic movements and skills.
(2) Find your own problems with exercise and health, think and make decisions to solve them,and develop the ability to communicate to others.
(3) Foster an attitude of living a happy and cheerful life, aiming to maintain and improve healthand improve physical strength while becoming familiar with exercise.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Grade 1 and Grade 2〕
１ Objectives⑴ Experience the fun of various types of exercise activities, learn how to participate, andacquire basic movements.
⑵ While devising various ways of doing exercise, cultivate the ability to convey thoughts toothers.
⑶ Actively engage in various types of exercise, follow the rules, exercise in harmony withanyone, pay attention to health and safety, and cultivate an attitude of motivation towards
exercise.
２ Content
Ａ Physical Exercise Play
Instruct students to learn the following items regarding physical exercise and play:⑴ Experience the joy of the following exercise activities, to know how to do them, toexperience the comfort of moving the body, and to acquire basic movements.
a. In the exercise play of body loosening, perform a simple exercise play, notice the change ofmind and body, and get involved with everyone.
b. In exercise play that creates various movements, movements that balance the body,
movements that move the body, movements that operate equipment, and movements thattest force are performed.
⑵
In addition to devising ways to play, such as relaxing the body and creating various
movements, tell friends about the activities.
⑶ Be willing to play with exercise, follow the rules, exercise with anyone, and be careful about
the safety of the place.
Ｂ Exercise Play Using Instruments and Equipment
Instruct students to learn the following items regarding exercise play using instruments andinstruments.
⑴
Feel the fun of the following exercise activities, know how to do them, and learn the
movement.
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a. In exercise play using fixed facilities, climb up and down, do pull-ups, walk and jump down.
b.
In exercise play using a mat, roll in various directions, hold and rotate the body bysupporting it with hands.
c. In exercise play using the horizontal bar, support it and make it swing, rise and fall, hang,
and rotate easily.
e. In exercise play using the vaulting box, jump on and off, and straddling and descending
with your hands.
⑵
Devise a simple way to play with instruments and equipment, and tell your friends what
you think.
⑶ Be willing to play with exercise, keep the order and rules, exercise with anyone, and be
careful about the safety of the place, instruments, and equipment.
Ｃ Running / Jumping Exercise Play
Instruct students to learn the following items regarding running / jumping exercise play:⑴ Feel the fun of the following exercise activities, know how to do them, and learn the
movement.
a. In running exercise play, run in various directions and over low obstacles.
b. In jumping exercise play, jump forward or upward, or jump continuously.
⑵ Devise a simple way to play, such as running and jumping, and tell your friends what you
think.
(3) Be willing to play with exercise, keep the order and rules, exercise with anyone, accept
victory and defeat, and be careful about the safety of the place.
Ｄ Playing in the Water
Instruct students to learn the following about playing in the water:⑴
Instruct students to learn the following items regarding playing in water.
a. In exercise play that moves in the water, walk or run in the water.
b. In the exercise play that floats in water, float in the water while holding your breath andexhaling.
⑵
Devise a simple way to play, move in the water, dive and float, and tell your friends what
you think.
⑶ Be willing to work on exercise, keep the order and rules, exercise with anyone, and be careful
about safety by following the knowledge of playing in the water.
Ｅ Games
Instruct students to learn the following about playing games:⑴ Feel the fun of the following exercise activities, know how to do it, and play an easy game.
a. In a ball game, play an easy game with simple ball operations and offensive and defensive
movements.
b. In tag, you run away, chase, and compete for positions in a set space.
⑵ Devise simple rules, choose how to attack, and tell your friends what you think.
⑶ Be willing to play with exercise, follow the rules, exercise in harmony with anyone, accept
wins and losses, and be careful about the safety of the place and equipment.
Ｆ Expression Rhythm Play
Instruct students to learn the following about expression rhythm activities:⑴ Feel the fun of the next exercise play, know how to do it, and dance by becoming the subject
or riding the rhythm.
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a.

In expression play, grasp the characteristics of familiar subjects and dance with your wholebody.
b. In rhythm play, dance with a light rhythm.
⑵ In addition to devising a simple way of dancing that captures the characteristics of familiar
subjects and dances with a light rhythm, tell your friends what you think.
(3) Be willing to play with exercise, dance with anyone, and be careful about the safety of theplace.
３ Utilization of the Content⑴ The content “A Physical Exercise Play” shall be taught over a two-year period.
⑵ Regarding the content of “Running / Jumping Exercise Play,” it is possible to add throwing
exercise play according to the actual situation of the child.
(3) Regarding (1)b. of the content “F Expression Rhythm Play,” include a simple folk dance.
⑷ Depending on the actual situation of the school or the area, it is possible to teach by adding
traditional play with singing and exercise and exercise play in nature.
⑸ For each content in each area, instruct students to have a concrete idea about therelationship between exercise and health.
〔Grade 3 and Grade 4〕
１ Objectives⑴ Experience the joy of various types of exercise, understand how to have a healthy and safe
lifestyle, learn about the growth and development of the body, and acquire basic movements
and skills.
⑵ Find health issues in your own exercise and in your daily life, devise methods and activities
to solve them, and develop the ability to convey your thoughts to others.
⑶ Be willing to engage in various types of exercise, follow the rules, exercise in harmony withanyone, acknowledge the thoughts of your friends, pay attention to the safety of the placeand equipment, and cultivate an attitude of striving to the end. Also, be aware of theimportance of health and develop an attitude of actively working to maintain and improve
one's own health.
２ Content
Ａ Body Building Exercise
Instruct students to learn the following items regarding body building exercise:⑴ Experience the joy of the following exercise activities, learn how to do them, enjoy the
comfort of moving the body, and acquire basic movements.
a. In the body loosening exercise, perform simple exercises, notice changes in the mind andbody, and get involved with everyone.
b. In the exercises that create various movements, the movements that balance the body,the movements that move the body, the movements that operate equipment, and the
movements that test strength are performed and combined.
⑵
Find your own problems, devise activities to solve them, and tell your friends what you
think.
⑶ Be willing to work out, follow the rules, exercise in harmony with anyone, acknowledge thethoughts of your friends, and be careful about the safety of your place and equipment.
Ｂ Movement with Equipment101

Instruct students to acquire the following items regarding exercise with equipment:⑴ Experience the joy of the following exercise activities, learn how to do them, enjoy the
comfort of moving the body, and acquire basic movements.
a. In the mat exercise, perform basic techniques such as rolling.
b. In the horizontal bar exercise, perform basic skills of support oneself.
c. In the vaulting box exercise, perform the basic techniques of straddling and handsprings.
⑵ Find a task that suits your ability, devise activities to be able to perform skills, and tell yourfriends what you think.
⑶ Be willing to exercise, follow the rules, exercise in harmony with anyone, acknowledge thethoughts of your friends, and be careful about the safety of the place, instruments, andequipment.
Ｃ Running / Jumping Exercise
Instruct students to learn the following items regarding running and jumping exercises:⑴ Experience the joy of the following exercises, learn how to do it, and acquire the movement.
a. In the foot race/ relay, run well and hand over the baton.
b. In a small hurdles race, run well over small hurdles.
c. In the long jump, jump from a short run.
d. In the high jump, jump from a short run.
⑵ Find a task that suits your ability, devise activities and competition methods to acquire
movement, and tell your friends what you think.
⑶ Be willing to work out, follow the rules and get along with anyone, accept wins and losses,
acknowledge your friends' thoughts, and be careful about the safety of your place andequipment.
Ｄ Swimming Exercise
Instruct students to learn the following items regarding swimming exercise:⑴ Experience the joy of the following exercises, learn how to do it, and acquire the movement.
a. In the floating exercise, stretch and swim in a rudimentary manner.
b. In the diving beneath the water/ floating exercise, hold one’s breath and exhale while doing
various tasks.
⑵ Find a task that suits your abilities, devise activities to acquire movement in the water, andtell your friends what you think.
⑶ Be willing to work out, follow the rules and get along with everyone, acknowledge thethoughts of your friends, and be careful about your safety by following the knowledge ofswimming exercises.
Ｅ Games
Instruct students to learn the following items regarding games:⑴ Experience the joy of the following exercises, learn how to do it, and acquire the movement.
a. In a goal-type game, play easy games practicing the actions when you do and do not possess
the ball.
b. In a net-type game, play easy games practicing the actions when you have the ball and to
get into a position to receive the ball.
c. In a baseball-type game, an easy game is played by performing ball operations such as
kicking, hitting, catching, and throwing, and scoring and preventing movements.
⑵ Devise rules, choose simple strategies according to the type of game, and tell your friends
what you think.
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(3) Be willing to work out, follow the rules and get along with everyone, accept wins and losses,
acknowledge your friends’ thoughts, and be careful about the safety of your place andequipment.
Ｆ Expression Movement
Instruct students to learn the following items regarding expression movement:⑴ Experience the joy of the following exercises, learn how to do it, expressing the feeling you
want to express, and dancing in rhythm.
a. In expressive exercise, grasp the main characteristics from themes such as familiar life, anddance the feeling you want to express in a single flow.
b. In rhythm dance, dance with your whole body in a light rhythm.
⑵ Find a task that suits your abilities, devise a way of dancing and interacting that captures
the characteristics of the subject and rhythm, and tell your friends what you think.
(3) Be willing to work out, dance with everyone, acknowledge the movements and thoughts ofyour friends, and be careful about the safety of the place.
Ｇ Health⑴ Instruct students to learn the following items through activities aimed at finding and solving
problems in a healthy life:a. Understanding a healthy life.
⚫ The state of health, such as good physical and mental health, is related to the factorsof the subject and the surrounding environment.
⚫ To stay healthy every day, it is necessary to maintain a harmonious life of exercise, diet,rest and sleep, and to keep the body clean.
⚫ In order to spend every day in good health, it is necessary to adjust the brightness andprepare the living environment such as ventilation.
b. Finding problems with a healthy life, thinking about solving them, and expressing them.
⑵ Guidance will be given so that students can acquire the following items through activities
aimed at finding and solving problems related to physical development and development:a. To understand the growth and development of the body.
⚫ The body should change with age. In addition, there are individual differences inphysical development and development.
⚫ The body gradually approaches the body of an adult during puberty, and the bodychanges, and the first menstrual period and familiarity occur. Also, interest in the
opposite sex will grow.
⚫ Appropriate exercise, diet, rest and sleep are necessary for the better development
and development of the body.
b. Find problems, think about solutions, and express them so that the body can grow anddevelop better.
３ Utilization of the Content(1) The content of “A Body Building Exercise” shall be instructed over two grades.
⑵ Regarding the content “C Running / Jumping Exercise,” it is possible to add a throwing
exercise according to the actual situation of the child.
⑶ Regarding the content of ⑴a. in “E Games,” games in which the teammates and theopponent teams are mixed to compete for points and the game to compete for positions
shall be handled.
⑷ Regarding (1) of the content “F Expression Movement,” folk dance can be added and taught
103according to the actual situation of the school or area.
⑸ Regarding the content of “G Health,” ⑴ shall be instructed in the 3rd grade and ⑵ shallbe instructed in the 4th grade.
(6) Regarding (1) of “G Health,” it shall be mentioned that various activities such as healthcheckups and school lunches are carried out at schools.
(7) Regarding (2) of “G Health,” mention that it is important to notice that there are differencesin growth and development between yourself and others, and to accept them positively.
⑻ For the content of each area, provide instruction to have a concrete idea that exercise andhealth are closely related.
〔Grade 5 and Grade 6〕
１ Objectives⑴ Enjoy the joy of various exercises, understand how to do them, and acquire the skills forgood mental health, prevention of injuries and illness, and lead a healthy and safe life withbasic skills according to the characteristics of various exercises.
⑵ Find out the exercise issues of yourself and the group and the issues related to yourimmediate health, devise methods and activities to solve them, and cultivate the ability toconvey the thoughts of yourself and your colleagues to others.
⑶ Actively engage in various types of exercise, keep promises and help each other,acknowledge the thoughts and efforts of colleagues, pay attention to the safety of places
and equipment, and exercise at your own best. In addition, be aware of the importance of
health and safety, and cultivate an attitude of actively working to maintain, improve, andrecover one's own health.
２ Content
Ａ Body Building Exercise
Instruct students to learn the following items regarding body building exercise:⑴ Experience the joy of the following exercises, and learn how to do it to enjoy the comfort
of moving the body, and to enhance the movement of the body.
a. In the body loosening exercise, perform simple exercises, notice the relationship between
the mind and body, and engage with friends.
b. Utilize exercises that enhance body movements, enhance the softness of the body, skillful
movements, powerful movements, and the ability to sustain movements, depending on theaim.
⑵ Devise a way of exercising according to one's physical condition and physical strength, andto convey the thoughts of oneself and friends to others.
(3) Actively engage in exercise, keep promises and help each other, recognize the thoughts andefforts of colleagues, and pay attention to the safety of places and equipment.
Ｂ Movement with Equipment
Instruct students to learn the following items regarding movement with equipment:⑴ Experience the joy of the following exercises, learn how to do it, and acquire the skills.
a. In the mat exercise, the basic techniques of the rolling are stably performed, the advanced
techniques are performed, and these are repeated or combined.
b. In the horizontal bar movement, the basic techniques of the support system are stably
performed, the advanced techniques are performed, and these are repeated or combined.
c. In the vaulting box exercise, perform and develop the basic techniques of straddling and104

handsprings.
⑵ In addition to devising ways to solve problems and combinations of skills that are suitablefor one's own abilities, convey the thoughts of oneself and colleagues to others.
⑶ Actively engage in exercise, keep promises and help each other, recognize the thoughts andefforts of colleagues, and pay attention to the safety of places, instruments and equipment.
Ｃ Athletics
Instruct students to learn the following items regarding athletics:⑴ Experience the joy of the following exercises, learn how to do it, and acquire the skills.
a. For sprints and relays, run a certain distance as fast as possible and deliver smooth batons.
b. In hurdle running, run over the hurdles rhythmically.
c. In the long jump, jump from a rhythmic run-up.
d. In the high jump, jump from a rhythmic run-up.
⑵ To devise ways to solve problems that suit your abilities, to challenge competition andrecords, and to convey the thoughts of yourself and your colleagues to others.
(3) Actively engage in exercise, keep promises and help each other, accept victory and defeat,acknowledge the thoughts and efforts of colleagues, and pay attention to the safety ofplaces and equipment.
Ｄ Swimming
Instruct students to learn the following items regarding swimming:⑴ To enjoy the fun of the following exercises, understand how to do them, and acquire theskills:a. In the crawl, keep breathing along with the movements of your hands and feet and swim
for a long time.
b. In breaststroke, keep breathing in line with the movements of your hands and feet andcontinue to swim for a long time.
c. In exercises that lead to ensuring safety, keep floating for a long time while raising andlowering your back.
⑵ In addition to devising ways to solve problems and challenges records that are suitable for
one's own abilities, convey the thoughts of oneself and colleagues to others.
⑶ Actively engage in exercise, keep promises and help each other, recognize the thoughts andefforts of colleagues, and keep the knowledge of swimming exercise and pay attention tosafety.
Ｅ Ball Sports
Instruct students to learn the following items regarding ball sports:⑴ To enjoy the fun of the following exercises, understand how to do them, acquire the skills,
and play a simplified game.
a.
In a goal-type game, play easy games practicing the actions when you do and do notpossess the ball.
b. In a net-type game, play a simplified game by attacking and defending by individuals or
teams.
c. In a baseball type game, simplify by having one team batting and the other fielding.
⑵ Devise rules, choose strategies according to the characteristics of yourself and your team,and convey the thoughts of yourself and your peers to others.
⑶ Actively engage in exercise, follow the rules and help each other, accept victory and defeat,acknowledge the thoughts and efforts of colleagues, and pay attention to the safety of the105

place and equipment.
Ｆ Expression Movement
Instruct students to learn the following items regarding expression movement:⑴ To enjoy the following exercises, understand how to do them, express how you feel, andinteract with each other by dancing.
a. In expression, grasping those main characteristics from various subjects, improvising thefeeling you want to express with a single flow, or dancing as a simple group of movements.
b. In folk dance, capture the characteristics of dance styles from Japanese folk dances andforeign dances, and dance with simple steps and movements to the music.
⑵ To solve the tasks set for oneself and the group, devise a way of practicing, presenting, andinteracting that captures the content to be expressed and the characteristics of the dance,and convey the thoughts of oneself and friends to others.
⑶ Actively engage in exercise, recognize each other's goodness, help each other, dance, andpay attention to the safety of the place.
Ｇ Health⑴ Guidance should be given so that students can acquire the following items throughactivities aimed at finding and solving problems in mental wellbeing.
a. Understand mental development and coping with anxiety and worries.
⚫ The mind develops with age through various life experiences.
⚫ There is a close relationship between the mind and body.
⚫ There are various ways to deal with anxiety and worries, such as consulting with adults
and friends, playing with friends, and exercising.
b.
Find problems in mental health, think and make decisions toward solving them, andexpress them.
⑵ Instruct students to learn the following items through activities aimed at finding problems
and solving them regarding the prevention of injuries.
a. Understand the following matters regarding the prevention of injuries, and take simple
measures such as injuries:⚫ In order to prevent injuries caused by traffic accidents and dangers in daily life, it isnecessary to be aware of the dangers in the surroundings, act safely with proper
judgment, and prepare the environment safely.
⚫ Simple treatment such as injury should be done promptly.
b. To prevent injuries, think about ways to predict and avoid danger and express them.
⑶ Instruct students to learn the following items through activities aimed at finding and solving
problems related to disease prevention:a. Understand how to prevent disease.
⚫ Illness is caused by the involvement of pathogens, body resistance, living behavior, andthe environment.
⚫ To prevent diseases caused by pathogens, it is necessary to prevent them fromentering the body and to increase the body's resistance to pathogens.
⚫ In order to prevent diseases such as lifestyle-related diseases that occur mainly due tolifestyle-related behavior, it is necessary to acquire desirable lifestyle-related habits
such as proper exercise, eating a balanced diet, and maintaining oral hygiene.
⚫ Smoking, drinking alcohol, and substance abuse can cause health problems.
⚫ Various activities related to health are being carried out in the area.
b. To prevent illness, find problems, think and make decisions to solve them, and express106them.
３ Utilization of the Content⑴ The content of “A Body Building Exercise” shall be instructed over two grades. In addition,
regarding (1)b., guidance shall be given with an emphasis on enhancing the softness of the
body and skillful movement. At that time, try to incorporate activities such as exercising tomusic.
⑵ Regarding the contents of (1)a. in “A Body Building Exercise” and point three of (1)a. in “G
Health,” guidance shall be given in a mutually related manner.
⑶ Regarding the content “C Athletics,” it is possible to add a throwing exercise and give
guidance according to the actual situation of the child.
⑷ Regarding the content of a. and b. of (1) in “D Swimming,” the start from underwater shallbe instructed. In addition, it is possible to give guidance by adding a backstroke according
to the actual situation of the school.
⑸ Regarding the content of (1) in “E Ball Sports,” a. mainly deals with basketball and soccer,b. deals with soft volleyball, and c. deals mainly with softball. Instead of these, handball,tag rugby, flag football, etc. can also be introduced to instruct other ball movements.
Depending on the school, it may not be possible to implement c.
⑹ Regarding (1) of the content “F Expression Movement,” rhythm dance can be added andtaught according to the actual situation of the school or area.
⑺ Regarding the content of “G Health,” ⑴ and ⑵ shall be instructed in the 5th grade, and⑶ shall be instructed in the 6th grade. Recovery from injury and illness can also be
introduced.
⑻ Regarding the topic of drugs in point four of (3)a. in “G Health,” the effects of organic
solvents on the mind and body shall be mainly dealt with. Also talk about stimulants, etc.
⑼ For each content in each area, pay attention to the guidance to establish the relationshipbetween the exercise area and the health area.
III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foresee the unit and other contents and time, and try to realize proactive, interactive anddeep learning of children toward the development of qualities and abilities to be nurtured
in it. At that time, make use of the viewpoints and ways of thinking about physical educationand health, find out your own problems regarding exercise and health, and enhance
activities to select and devise activities to solve them. Also, be careful so that you can enjoy
the joy of exercising and realize the importance of good health.
⑵ Divide lesson hours so as not to be biased towards teaching in certain areas.
⑶ The number of class hours to be distributed to “G Health” is about 8 credit hours in Grade 3
and Grade 4, and about 16 credit hours in Grade 5 and Grade 6. The number of class hours
should be distributed over the two grades respectively.
⑷ Regarding the content of “G Health” in Grade 3/Grade 4 and Grade 5/Grade 6, allocate an
appropriate amount of time for effective learning.
⑸ In the lower grades, based on Chapter 1 General Provisions 2-4 (1), actively promote
relationships with other subjects, etc. to enhance the effect of instruction, and continue theexpectations of early childhood shown in the Kindergarten Education Guidelines, etc. In
particular, at the beginning of elementary school, devise measures such as providing
comprehensive and related guidance centered on life sciences and setting flexible
timetables.
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⑹ For children with disabilities, systematically and systematically devise instruction content
and instruction methods according to the difficulties that arise when conducting learning
activities.
(7) Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with morals, etc., give appropriate guidance for thecharacteristics of the physical education regarding the contents shown in Chapter 3 Special
Subjects Morals.
２ Regarding the handling of the content of section two, the following matters shall be taken
into consideration:⑴ In addition to considering the actual conditions of the school and the community, devise
ways to provide guidance according to each child's exercise experience and skill level, andto carry out activities aimed at solving exercise issues by the child themselves. In particular,
devise guidance for children who are not good at exercising and children who are notenthusiastic about exercising, and when instructing children with disabilities, the children
around them respect various characteristics.
⑵ Keep in mind to actively engage in language activities to promote the development ofcommunication skills and logical thinking skills, such as discussing exercises and strategies
in a logical manner and discussing the maintenance and promotion of familiar health.
⑶ In teaching the content of section two, actively utilize information sources such as theinternet and communication networks, and devise ways to carry out learning activities
according to the characteristics of each area. At that time, handle the basic operations of
information equipment according to the content.
⑷ For various ways of interacting with sports in the field of exercise and guidance in the fieldof health, devise ways to incorporate learning that accompanies specific experiences.
⑸ Regarding (1)a. of the section two content “A Body Building Exercise Play” and “A Body
Building Exercise,” it is possible to provide guidance that makes the most of the purpose ineach area of each grade.
⑹ Regarding the guidance of the section two content “D Water Play” and “D Swimming
Exercise,” if it is difficult to secure an appropriate swimming pool, they may not be dealt
with, but these tips must be taken up.
⑺ Give guidance about the Olympics and Paralympics, particularly noting the significance andvalue of sports through various exercises according to the stage of child development, suchas valuing fair play.
⑻ For guidance to learn how to act such as gathering, tidying up, increasing and decreasinglines, and to be able to act as an efficient and safe group, perform appropriately in each area
(excluding health) of each grade beginning with the second section content “A Body Building
Exercise Play” and “A Body Building Exercise.”⑼ It should be noted that guidance such as playing in the snow, playing on the ice, skiing,skating, and waterside activities, which are closely related to nature, will be actively
provided according to the actual conditions of the school and the area.
⑽ Regarding the contents of health, exercise, meals, rest and sleep, while taking into
consideration the viewpoint of dietary education, consideration should be given to theformation of healthy lifestyles, and each area of the third grade and above excluding healthand school lunch. Make sure to provide related guidance⑾ When instructing Health, make sure that instruction is interesting and incorporate learning
activities to solve health-related issues.
108Section 10

Foreign Languages (omitted for AIS)

Chapter 3

SPECIAL SUBJECTSMORALSI OBJECTIVES
Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), in order
to cultivate the morality that is the basis for a better life, based on an understanding of moral
values, look at oneself and do things. Develop moral judgment, sentiment, motivation andattitude through learning to deepen thoughts about one's own way of life.
II OBJECTIVES AND CONTENT FOR EACH GRADE
In the morals subject, which is the cornerstone of moral education conducted throughout theschool’s educational activities, the following items are dealt with:
Ａ About Myself［Judgment of right and wrong, autonomy, freedom and responsibility］〔Grade 1 and Grade 2〕
Make a distinction between good and bad and be willing to do what you think is good.
〔Grade 3 and Grade 4〕
Do what you judge to be correct with confidence.
〔Grade 5 and Grade 6〕
Value freedom, make autonomous decisions, and act responsibly.
［Honesty］〔Grade 1 and Grade 2〕
Do not lie or cheat, and live in a straightforward manner.
〔Grade 3 and Grade 4〕
Correct your mistakes and live honestly and with a bright heart.
〔Grade 5 and Grade 6〕
Live with sincerity and a bright heart.
［Moderation, temperance］〔Grade 1 and Grade 2〕
Be careful about your health and safety, take good care of things and money, take care ofyourself, do not be selfish, and live a regular life.
〔Grade 3 and Grade 4〕
Do what you can, be careful about your safety, think carefully, and live a modest life.
〔Grade 5 and Grade 6〕
Be careful about your safety, understand the importance of lifestyle, make changes for the
better, keep moderation and try to be modest.
［Growth of individuality］〔Grade 1 and Grade 2〕
Be aware of your characteristics.
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〔Grade 3 and Grade 4〕
Be aware of your characteristics and develop your strengths.
〔Grade 5 and Grade 6〕
Knowing your own characteristics, revise your weaknesses and developing your strengths.
［Hope and courage, effort and strong will］〔Grade 1 and Grade 2〕
Do your study and work well.
〔Grade 3 and Grade 4〕
Have a strong will and persevere toward the goal you have decided to do.
〔Grade 5 and Grade 6〕
Set higher goals, have hope and courage, and work hard to get things done in the face ofdifficulties.
［The quest for truth］〔Grade 5 and Grade 6〕
Cherish the truth and have a willingness to explore things.
Ｂ Relationships with others［Kindness and compassion］〔Grade 1 and Grade 2〕Treat people close to you with a warm heart and be kind.
〔Grade 3 and Grade 4〕
Be considerate of the other person and be willing to be kind.
〔Grade 5 and Grade 6〕
Be considerate of everyone and be kind from the standpoint of the other person.
［Gratitude］〔Grade 1 and Grade 2〕
Thank you to your family and other people who are indebted to you.
〔Grade 3 and Grade 4〕
Treat people who support your life, such as your family, and the elderly who have built yourcurrent life with respect and gratitude.
〔Grade 5 and Grade 6〕
Thank and respond to the support and help of many people from the past and their families
in their daily lives.
［Courtesy］〔Grade 1 and Grade 2〕
Be cheerful with pleasant greetings, wording, and movements.
〔Grade 3 and Grade 4〕
Know the importance of etiquette and treat everyone with sincerity.
〔Grade 5 and Grade 6〕
Be polite and sincere in dealing with time and place.
［Friendship, trust］〔Grade 1 and Grade 2〕110

Make friends and help each other.
〔Grade 3 and Grade 4〕
Understand, trust, and help each other with friends.
〔Grade 5 and Grade 6〕
Build relationships by trusting each other with friends, learning from each other, deepening
friendships, and understanding the opposite sex.
［Mutual understanding, tolerance］〔Grade 3 and Grade 4〕
Communicate your thoughts and opinions to the other person, understand the other person,
and value opinions that are different from your own.
〔Grade 5 and Grade 6〕
Communicate your thoughts and opinions to the other person, have a humble heart, andrespect opinions and positions that are different from your own with a broad heart.
Ｃ Relationships with groups and society［Respect for rules］〔Grade 1 and Grade 2〕
Keep promises and rules, and cherish what everyone uses.
〔Grade 3 and Grade 4〕
Understand the meaning of promises and social rules and keep them.
〔Grade 5 and Grade 6〕
Understand the meaning of laws and regulations, and be willing to protect them, cherish therights of yourself and others, and fulfill your obligations.
［Justice, impartiality, social justice］〔Grade 1 and Grade 2〕Treat others regardless of your likes and dislikes.
〔Grade 3 and Grade 4〕
Treat everyone with a fair and impartial attitude.
〔Grade 5 and Grade 6〕
Treat everyone with a fair and impartial attitude without discrimination or prejudice, andstrive to realize justice.
［Labor, public spirit］〔Grade 1 and Grade 2〕
Knowing the goodness of working and working for everyone.
〔Grade 3 and Grade 4〕
Knowing the importance of working and willing to work for everyone.
〔Grade 5 and Grade 6〕
Enjoy the fulfillment of working and serving society, understand its significance, and dosomething useful for the public.
［Family love, fulfillment of family life］〔Grade 1 and Grade 2〕
Respect parents and grandparents, and be willing to help the family to help their families.
〔Grade 3 and Grade 4〕111

Respect parents and grandparents, and work together with the whole family to create a fun
family.
〔Grade 5 and Grade 6〕
Respect parents and grandparents, seek happiness in their families, and be willing to dosomething useful.
［Better school life, enrichment of group life］〔Grade 1 and Grade 2〕
Respect the teacher, get to know the people at school, and enjoy the class and school life.
〔Grade 3 and Grade 4〕
Respect teachers and school people, and work together to create fun classes and schools.
〔Grade 5 and Grade 6〕
Respect teachers and school people, work together to create better classes and schools, andbe aware of your role in various groups and strive to enhance group life.
［Respect for tradition and culture, love for the country and hometown］〔Grade 1 and Grade 2〕
Be familiar with and attach to the culture and life of our country and hometown.
〔Grade 3 and Grade 4〕
Cherish the traditions and culture of our country and hometown, and to have a love for ourcountry and hometown.
〔Grade 5 and Grade 6〕
Cherish the traditions and culture of our country and hometown, to know the efforts of ourpredecessors, and to have a love for our country and hometown.
［International understanding, international goodwill］〔Grade 1 and Grade 2〕
Familiarize yourself with the people and culture of other countries.
〔Grade 3 and Grade 4〕
Be familiar with and interested in people and cultures of other countries.
〔Grade 5 and Grade 6〕
Understand the people and culture of other countries and strive for international goodwill
with awareness as a Japanese.
Ｄ Relationships with life, nature, and sublime things［Preciousness of life］〔Grade 1 and Grade 2〕
Know the wonders of living and to cherish life.
〔Grade 3 and Grade 4〕
Know the preciousness of life and to cherish the things that are alive.
〔Grade 5 and Grade 6〕
Respect for life, understanding that it is an irreplaceable part of many life connections.
［Nature protection］〔Grade 1 and Grade 2〕
Be familiar with the nature around you and treat with a heart that is kind to animals and plants.
〔Grade 3 and Grade 4〕
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To feel the splendor and mystery of nature and to cherish nature, animals and plants.
〔Grade 5 and Grade 6〕
To know the greatness of nature and to cherish the natural environment.
［Impressive and awe］
〔Grade 1 and Grade 2〕
Touching beautiful things and having a refreshing heart.
〔Grade 3 and Grade 4〕
Be impressed by beautiful and noble things.
〔Grade 5 and Grade 6〕
Be impressed by beautiful and noble things and having awe for things beyond human power.
［The joy of living better］〔Grade 5 and Grade 6〕
Understand the strength and nobility of human beings who try to live better, and to feel thejoy of living as a human being.
III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ Each school shall prepare an annual instruction plan for morals based on the overall planfor moral education, taking into consideration the relationship between each subject, foreign
language activities, comprehensive study time and extracurricular activities. In preparation, all
the content items of each grade level shown in section two will be taken up in eachcorresponding grade. At that time, depending on the actual situation of the child and the school,
we will devise measures such as focusing on the second grade, providing guidance with close
relationships between content items, and providing guidance to handle one content item in
multiple hours. Assumed to be performed.
２ In giving guidance on the content in section two, the following matters shall be taken into
consideration:⑴ Enhance the guidance system centered on moral education promotion teachers by devising
the participation of principals and vice-principals and cooperative guidance with otherteachers.
⑵ Provide systematic and developmental guidance so that the moral department can play acentral role in moral education conducted throughout the school's educational activities. In
particular, supplement the guidance related to content items that are not sufficiently dealt
with as moral education in each subject, foreign language activity, comprehensive study
time and special activities, and provide guidance based on the actual situation of children
and schools. Keep in mind that it will be further deepened and that the interrelationships ofthe content items will be reconsidered and developed.
⑶ While cultivating morality by oneself, devise so that children can look back on themselves
and realize their growth and find future issues and goals. At that time, students should be
able to think, understand, and independently engage in learning about the significance ofcultivating morality.
⑷ Enhance language activities such as discussing and writing based on one's own thoughts sothat children can deepen their thoughts, make judgments, and develop the ability to
express while being exposed to various ways of feeling and thinking.
⑸ Considering the stage and characteristics of the child's development, devise a teaching
method such as appropriately incorporating problem-solving learning and experiential
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learning about moral behavior in line with the aim of the teaching. At that time, be able
to think about the significance of what you have learned through those activities. In
addition, various practical activities and hands-on activities such as extracurricular
activities should be utilized in the morals class.
⑷ Enhancing guidance on information ethics, taking into consideration the stage andcharacteristics of the child's development, and taking into account the relationship with thecontent shown in the second section. Also, consider the stage and characteristics of thechild's development, pay attention to the handling of modern issues such as the sustainable
development of society, think about familiar social issues in relation to oneself, and consider
them. Strive to foster the motivation and attitude to contribute to the solution. In addition,
do not give guidance that is biased toward a specific viewpoint or way of thinking about
matters that can be viewed or thought in various ways.
⑸ Homes and local communities, such as opening morals classes to the public, and actively
participating and cooperating with homes, local people, experts in various fields, etc. in
conducting classes and developing and utilizing local teaching materials. To deepen thecommon understanding with and to promote mutual cooperation.
３ Regarding teaching materials, the following items shall be noted:⑴ Try to utilize various teaching materials in consideration of the stage and characteristics ofthe child's development, the actual situation of the area, etc. In particular, the subjects arecontemporary issues such as the dignity of life, nature, tradition and culture, biography ofancestors, sports, and response to informatization. Develop and utilize abundant teachingmaterials that will help students remember what they have learned.
⑵ The teaching materials shall be judged to be appropriate in light of the following viewpoints
in accordance with the Fundamental Law of Education, the School Education Law and otherlaws and regulations:a. Materials should be suitable for the child's developmental stage and to achieve the aim.
b. Materials should meet the spirit of respect for human beings, and give children the joy andcourage to live better as human beings, including issues such as worries, conflicts, andother issues such as understanding human relationships.
c. When dealing with matters that can be viewed and thought in various ways, the treatment
should not be biased toward a specific view or way of thinking.
４

It is necessary to continuously grasp the learning situation of children and the state of
growth related to morality, and make efforts to utilize it for guidance. However,
evaluation by numerical values shall not be performed.

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Chapter 4 Foreign Language Activities (translation omitted for AIS)

Chapter 5 GENERAL STUDIES TIMEI OBJECTIVES
Understand the significance of collaborating while being aware of your own role such as cleaningand other duties and engaging activities, and take the initiative in thinking about what isnecessary to play a role as a member of society.
⑴ In the process of inquiry learning, acquire the knowledge and skills necessary for solving
problems, form concepts related to problems, and understand the goodness of inquiry
learning.
⑵ To be able to find questions in the real world and in real life, set problems on your own,collect information, organize and analyze it, and summarize and express the findings.
(3) While proactively and collaboratively engaging in exploratory learning, cultivate an attitudeof actively participating in society while making the best use of each other's goodness.
II OBJECTIVES AND CONTENT FOR EACH GRADE
１ Objective
Each school should set a comprehensive study time goal for each school, based on the objectives
above.
２ Content
In each school, the content of the comprehensive study time of each school is based on the firstgoal.
３ Handling of objectives and contents set by each school
The following matters shall be taken into consideration when setting the objectives and contents
set by each school.
⑴ Regarding the objectives set by each school, show the qualities and abilities to aim fordevelopment through the time of comprehensive study, based on the educational goals ofeach school.
(2) Regarding the objectives and contents set by each school, pay attention to the differencesfrom the objectives and contents of other subjects, etc., and emphasize the relationshipwith the qualities and abilities aimed at training in other subjects.
(3) Regarding the objectives and contents set by each school, emphasize the relationship withdaily life and society.
(4) Regarding the content set by each school, show the specific qualities and abilities that areappropriate for achieving the objectives, and the specific qualities and abilities that aim todevelop through the solution of the inquiry problem.
(5) Regarding the inquiry tasks suitable for achieving the goals, depending on the actual
situation of the school, for example, cross-sectional and comprehensive issues
corresponding to modern issues such as international understanding, information,
environment, welfare and health, and regional issues should be set based on issues such as
people's lives, traditions and culture, etc. and according to the characteristics of the areaand school, and issues based on the interests of children.
(6) Consider the following items regarding specific qualities and abilities that aim to be nurtured
through the solution of inquiry issues:a. Knowledge and skills acquired in other subjects and in the time of General Study should be115interconnected and formed as living and working in society.
Thinking ability, judgment ability, expressive ability, etc. are demonstrated in the process
of exploratory learning such as setting tasks, collecting information, organizing / analyzing,summarizing / expressing, etc.
c. Regarding the ability to learn, take into consideration both the perspectives of oneself andthe relationship with others and society.
⑺ Regarding the specific qualities and abilities that aim to be nurtured through the inquiry
tasks that are appropriate for achieving the objectives and the resolution of the inquiry
issues, the qualities and abilities that are the basis of all learning beyond the subject etc.
should be nurtured and utilized.
b.

III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foreseeing the contents and time required for study units throughout the year, aim torealize proactive, interactive and deep learning of children toward the development ofqualities and abilities to be nurtured. At that time, students should exercise their
exploratory perspectives and ways of thinking according to the actual conditions of the child,school, and area, and cross-curricular and comprehensive learning that transcends theboundaries of subjects and learning based on the child's interests to enhance educational
activities that make use of ingenuity.
(2) In preparing the overall plan and the annual guidance plan, the objectives and contents,
learning activities, teaching methods and teaching systems, learning evaluation plans, etc.
should be shown in relation to all educational activities in the school.
⑶ To correlate the qualities and abilities acquired in other subjects and in the time ofcomprehensive study, make use of them in learning and life, and enable them to work
comprehensively. At that time, emphasize the qualities and abilities that are the basis of alllearning, such as language ability and information utilization ability.
⑷ While paying attention to the differences from the objectives and contents of othersubjects, carry out appropriate learning activities based on the set objectives and contents.
⑸ The name of the comprehensive study time at each school should be determined
appropriately at each school.
(6) For children with disabilities, systematically and systematically devise instruction content
and instruction methods according to the difficulties that arise when conducting learning
activities.
(7) Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2),comprehensive learning about the contents shown in Chapter 3 Special Subject Morals,
while considering the relationship with moral study, etc.
２ Regarding the handling of the content, the following matters shall be taken into
consideration:(1) Based on the objectives and contents set in each for each grade, the teacher should provide
appropriate guidance according to the learning situation of the child.
(2) In the process of inquiry learning, learning activities such as collaborating with others tosolve problems and learning activities such as analyzing, summarizing, and expressing inlanguage should be carried out. In doing so, for example, make use of thinking techniquessuch as comparing, classifying, and associating.
(3) In the process of exploratory learning, devise ways to carry out learning activities such ascollecting, organizing, and disseminating information by appropriately and effectively
116

utilizing computers and information and communication networks. At that time, learn thebasic operations of information means required as a basis for learning such as inputting
characters on a computer, and give consideration so that information can be independently
selected and utilized.
(4) Actively incorporate social experiences such as nature experiences and volunteer activities,
hands-on activities such as manufacturing and production activities, and learning activities
such as observations/ experiments, tours and surveys, presentations and discussions.
⑸ Experiential activities should be appropriately positioned in the process of exploratory
learning based on the goals and contents set in the first goal and the second school.
⑹ Utilize various learning forms such as group learning and learning in different age groups,
cooperation of local people. For this, devise a teaching system such that all teachers work
together to provide guidance.
⑺ Utilize school libraries, cooperation with other schools, cooperation with social education
facilities such as public halls, libraries, museums, and various groups such as social education
related organizations, local teaching materials, etc.
⑼ When learning about international understanding, students should engage in exploratory
learning so that they can experience and investigate the lives and cultures of other countries.
⑽ When learning about information exploratory learning, learning activities such as collecting,organizing, and disseminating information, and thinking about the impact of information on
daily life and society should be carried out. When conducting learning activities to acquire
logical thinking ability while experiencing the programming listed in 3-1, ⑶b. of Chapter 1
General Provisions, computer programming is an exploratory learning process which should
be properly accommodated.

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Chapter 6 SPECIAL ACTIVITIESI OBJECTIVES
By exercising the viewpoints and ways of thinking as a group and society former, voluntarily andpractically engaging in various group activities, and solving problems in the lives of the groupand oneself while demonstrating each other's goodness and potential, aim to develop qualities
and abilities as follows:(1) Understand the significance of various group activities in collaboration with various others
and what is necessary to carry out the activities, and learn how to act.
(2) Be able to find, discuss, reach consensus, and make decisions to solve problems in groups,
self-life, and relationships.
⑶ By making use of skills learned through voluntary and practical group activities, form life andrelationships in groups and societies, deepen thoughts on ways of life, and try to realize
oneself.
II OBJECTIVES AND CONTENT FOR EACH GRADE〔Classroom Activities〕
１ Objective
Develop the qualities and abilities set forth in the first goal through voluntary and practicalefforts to make decisions and put into practice in order to envision a future way of life, including
finding and solving problems to improve life in class and school, discussing to solve them,forming consensus, sharing roles and practicing in cooperation, and solving own problems bymaking use of discussions in class.
２ Content
In order to cultivate the qualities and abilities of section 1 in all grades, through each of thefollowing activities, understand the significance of each activity and what is necessary to carryout the activity, and give guidance so that you can think and practice independently.
(1) Participation in life planning in classes and schoolsa.
Solving life problems in class and school, finding problems to improve life in class andschool, discussing ways to solve them, consensus building, and practice.
b. Creating an organization within the class and awareness of roles in order to enhance andimprove class life, children should independently create an organization, share work while
being aware of their roles, and cooperate with each other to practice.
c. Improving the lives of diverse groups in schools
Discuss and decide on proposals and efforts as a class in order to improve school life throughactivities and school events in various groups that transcend the boundaries of the classsuch as children’s associations.
(2) Adaptation to daily life and learning, self-growth and health and safety
a. Formation of basic lifestyle
Acquire basic lifestyle habits such as personal arrangements and greetings, and to lead amodest life.
b. Formation of better relationships
Find goodness in class and school life, respecting each other's differences, and living inharmony and trust.
c. Formation of healthy and safe lifestyles both physically and mentally
Maintain and improve physical and mental health for the present and life, and to protect
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yourself from incidents, accidents, disasters, etc. and act safely.
(3) School lunch and desirable eating habits from the viewpoint of dietary education
While focusing on the time of lunch, aim to form desirable eating habits such as how to eat
healthy meals, and improve human relations through meals.
(4) Career formation and self-actualization of each persona. Forming motivation and attitude to live with hope and goals in the present and future
Be proactively involved in life planning in class and school, trying to save oneself, having
hopes and goals, and trying to improve daily life to realize them.
b. Fostering awareness of social participation and understanding the significance of working
Understand the significance of collaborating while being aware of your own role such as
cleaning and other duties, and take the initiative in thinking about what is necessary to playa role as a member of society.
c.
Formation of independent learning attitude and utilization of school library, etc.
Think about the significance of learning and the connection between current and futurelearning and self-actualization, and making use of the school library as a place forindependent learning, making a prospect for learning and reflection.
３ Utilization of the Content⑴
When giving guidance, pay particular attention to the following items at each grade level:〔Grade 1 and Grade 2〕
Understand the goodness of consensus building and practice by presenting your own opinions
and listening to the opinions of others in line with the way discussions proceed. Understand andact on basic lifestyles and the importance of keeping promises and rules, and set and implement
goals to improve your life.
〔Grade 3 and Grade 4〕
Clarify the reason, convey your thoughts, and accept opinions that differ from your own, while
trying to reach consensus on the goals and activities of the group and put them into practice. Be
aware of your goodness and role, think carefully and act, and lead a modest life.
〔Grade 5 and Grade 6〕
To listen to the other person's thoughts, understand the other person's position and way of
thinking, and actively make use of the goodness of various opinions to build consensus and put
it into practice. Strive persistently with high goals and try to develop the goodness of yourself
and others.
⑵ In the guidance of section 2 (3), use teaching materials that children record and accumulate
their activities such as making prospects for learning and living in schools, homes andcommunities, looking back on what has been learned, motivating new learning and living,
and thinking about future ways of life.
〔Children’s Association Activities〕
１ Objective
Voluntarily and practically work on planning, sharing roles, and cooperating to solve various
problems for the enhancement and improvement of school life by cooperating with children ofdifferent ages. Through this, develop the qualities and abilities set forth in the objectives ofsection one.
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２ Content
In order to develop the qualities and abilities of section 1, at the children's association organizedby all the children of the school, through each of the following activities, understand thesignificance of each activity and what is necessary to carry out the activity, and think
independently Instruct them to practice.
⑴ Creating a children’s association and planning and managing children's association activities
Children should take the initiative in forming an organization, sharing roles, making plans,
discussing to find and solve problems in school life, and consensus building and practice.
⑵ Exchange with different age groups
In activities such as meetings planned and managed by the children's association, enjoy
interacting and interacting with children of different grades and classes.
⑶ Cooperation with school events
Depending on the nature of the school event, utilize the organization of the children's
association to take charge of part of the plan or cooperate with the management.
３ Utilization of the Content⑴ The planning and management of the children's association should be mainly carried out
by older children. At that time, care should be taken so that all children in the school canparticipate in the activities independently.
〔Club Activities〕
１ Objective
By cooperating with children of different ages and voluntarily and practically working onplanning and managing group activities that pursue common interests and interests, develop
individuality and set the objectives of section one. Aim to develop the qualities and abilities
listed.
２ Content
Understand the significance of each activity and what is necessary to carry out the activity
through each of the following activities, mainly in clubs organized by like-minded children ingrade 4 and above, in order to develop the qualities and abilities of section 1. Instruct students
to think independently and practice.
(1)
Club organization and club activity planning and management
Children make activity plans, share roles, and cooperate in management.
(2)
Activities to enjoy the club
Collaborate with children of different grades and pursue common interests while making themost of their ingenuity.
(3)
Announcement of club achievements
Make use of the ideas and ideas of the members of the club and cooperate to announce theresults of the activities to the children of the entire school and the people in the community.
〔School Events〕
１ Objective
Through experiential activities to build a better school life by cooperating with children of all
schools or grades, deepen the sense of belonging and solidarity with the group, cultivate thepublic spirit, and the qualities and abilities set forth in the first goal.
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２ Content
In order to cultivate the qualities and abilities of section 1 in all grades at each of the following
events, arrange activities that contribute to the enhancement and development of school life.
Understand the significance of each school event and what is necessary to carry out the activity.
(1) Ceremonial events
Celebrate auspicious events throughout the school year to feel solemn and fresh, and to
gain motivation to develop a new life.
(2) Cultural events
Announce the results of regular learning activities so that you can further motivate yourself
to improve and become familiar with culture and art.
（3） Health and safety / physical education events
Contribute to healthy development of mind and body, maintenance and promotion of health,acquisition of safe behavior and disciplined group behavior to protect oneself from incidents,
accidents, disasters, etc.
(4) Excursions / group overnight events
Experience the ideal way of group life and public morals, such as spreading the knowledge,
getting familiar with nature and culture, and building better relationships in a living environmentthat is different from normal, such as group accommodation activities in nature.
(5) Labor service / volunteer events
Experience the preciousness of work and the joy of production, as well as the experience ofcultivating the spirit of social service such as volunteer activities.
３ Utilization of the Content⑴
Carefully select events and their contents according to the type of event shown in section
2 according to the actual situation of the child, school, and area, and after making the bestuse of the purpose of each event, try to relate and integrate the events. In addition, in
implementing them, enhance activities such as nature experience and social experience, andenhance post-event activities such as looking back on what you noticed through theexperience activities, summarizing, and presenting to each other.
III CREATION OF INSTRUCTION PLAN AND HANDLING OF CONTENTS
１ The following items shall be taken into consideration when creating the instruction plan.
⑴ Foresee each activity of extracurricular activities and school events, and try to realize
proactive, interactive and deep learning of children toward the development of qualities
and abilities to be nurtured in them. At that time, in order to contribute to the formationof better human relationships, the construction of a better group life, participation insociety, and self-actualization, children exercise their perspectives and ways of thinking asgroup and society formers, and voluntarily participate in various group activities. Emphasisshould be placed on acknowledging each other's goodness, individuality, and diverse ideas,
and equally engaging in consensus building and playing a role in working objectively andpractically.
⑵ At each school, make an overall plan for extracurricular activities and an annual guidanceplan for each activity and school event. At that time, take advantage of the ingenuity of theschool, considering the class, school, the actual situation of the area, the stage of childdevelopment, etc., along with the contents shown for each subject, morals, foreign
language activities, comprehensive learning. Promote voluntary and practical activities bychildren accompanied by adult guidance. Also, devise ways to collaborate with families andlocal people, and utilize social education facilities.
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(3) Focusing on children's voluntary and autonomous activities in class activities, whileassociating each activity with school events, deepen understanding of each child, foster arelationship of mutual trust between teachers and children to enhance class management.
At that time, in particular, try to relate to student guidance, including prevention of bullying.
(4) In the lower grades, based on Chapter 1 General Provisions 2-4 (1), actively promote
relationships with other subjects, etc. to enhance the effect of instruction, and continue theexpectations of early childhood shown in the Kindergarten Education Guidelines, etc. In
particular, at the beginning of elementary school, devise measures such as related guidance
centered on life sciences and setting flexible timetables.
(5) For children with disabilities, systematically and systematically devise instruction content
and instruction methods according to the difficulties that arise when conducting learning
activities.
(6) Based on the goals of moral education shown in Chapter 1 General Provisions 1-2 (2), whileconsidering the relationship with moral departments, etc., give appropriate guidance
according to the situation the characteristics of special activities as shown in Chapter 3
Special Subjects Morals.
２ Regarding the handling of the content in section two, the following matters shall be taken
into consideration:(1) Regarding the guidance of class activities, children's association activities and club activities,
children's voluntary and autonomous activities are effectively developed under theappropriate guidance of teachers according to the characteristics of the guidance content.
At that time, in order to build a better life, devise ways to enhance activities such as making
and protecting ourselves.
⑵ Based on the actual situation of children and schools and the emphasis of moral education
shown in Chapter 1 General Provisions 6-2, prioritize the content of instruction to be taken
up in each grade, and if necessary, relate and integrate the content.
⑶ Regarding adaptation to school life and formation of human relationships, respondindividually to the issues faced by each student, based on guidance that provides necessary
assistance mainly in group situations and the diverse actual conditions of individual children.
Guidance counseling (including educational counseling) should be availed to students.
Especially at the beginning of enrollment and at the beginning of each grade, each childshould adapt to school life and devise ways to live with hopes and goals. At the same time,schools should keep in close contact with children’s homes.
⑷ While emphasizing interaction with different age groups, collaborate through interaction
and dialogue with infants, the elderly, people with disabilities, etc., and opportunities forjoint learning. Enrich activities that give the joy of helping and contributing to society.
３ At the entrance and graduation ceremonies, the national flag will be displayed and thenational anthem will be sung instructed based on its significance122