School Education in Japan Elementary Schools Today

1
School Education in Japan Elementary Schools
Today

• Support Material

2
Organization of the School Structure in Japan
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan Web site
3
Number of Schools, Students and Teachers in
Japan (As of May, 2003 Correspondence course
excluded)
Schools Schools Students Students Teachers Teachers
Public Private Public Private Public Private
Kindergarten 5,785 8,389 367,854 1,392,640 26,151 82,671
Elementary school 23,454 179 7,158,847 68,063 410,526 3,364
Lower secondary school 10,434 700 3,515,591 232,728 239,472 12,578
Upper secondary school 4,132 1,318 2,694,669 1,115,158 198,212 60,325
Secondary school 7 9 1,974 2,762 164 218
Special education school 980 15 95,643 830 60,836 258
College of technology 60 3 55,624 2,251 4,309 165
University Junior college 238 989 765,381 2,288,661 73,837 95,852
Specialized training college Miscellaneous school 322 5,072 44,266 931,408 3,495 48,005
Total 45,412 16,674 14,699,849 6,034,501 1,017,002 303,436
NOTE In Japan, lower secondary and upper
secondary schools are separated. SOURCE Data
from the Ministry of Education, Culture, Sports,
Science and Technology, Japan
4
The Structure of School Management (example)
Functional Organization
Activity-based Organization
Public
Teachers' Mutual Aid Association
Relations
OB/OG Association
Section
PTA
Administration of facilities and equipment
Administration of the contact network
General
Affairs Section
Clerical affairs (administration of documents,
budget drafts, etc.)
School Business
Traffic safety guidance
Management Committee
Committee of teachers with
School lunch guidance
Health and
designated responsibilities
Environmental hygiene and creation of beauty in
the school surroundings
Safety
Section
Vice
Teachers'
Health guidance and regular health checks
Principal
meeting
Principal
Guidance on extra-curricular activities
Daily Life
Planning and guidance for all-school meetings and
club activities
Guidance
Management and guidance of the "Children's
Conference" activities
Section
Daily life planning and guidance within the school
Research and
Research presentations
Entrance Ceremony Committee
Implementation of teaching research
Training
Implementation of training outside subjects and
subject areas
Graduation Ceremony
Section
Committee
Deciding on and administering school events
Budget Committee
Educational evaluation
Educational
Administration of register of enrolled children
Affairs
Preparation of grade management draft
Section
Deciding on education plans (yearly, monthly,
weekly)
Drawing up and submitting the curriculum
SOURCE JICA(2003) The History of Japans
Educational Development pp.88
5
Professional Duties of Designated Teachers
Teacher with special responsibility for educational affairs Preparation and formulation of educational plans (by year, semester and month) within the school.
Teacher with special responsibility for pupil guidance Guidance of pupil within and outside the school, including out-of-school activities, problem behavior, educational advice, childrens conference, cleaning of the school and making it attractive, safety guidance, and club activities.
Teacher with special responsibility for grades Responsibility for deciding on, implementing and evaluating the grade management plan for meeting the schools educational objectives.
Teacher with special responsibility for health and safety Preparation of the school health and safety plan, and advice and guidance with regard to the organization of health activities within the school and the childrens health committee.
SOURCE JICA(2003) The History of Japans
Educational Development pp.90
6
School Health Activities
?Health issues covered by the subject curriculum
of Physical Education
and Health and Physical Education
?Health, safety and nutrition issues covered by
other related subject
Health Instruction
curriculums
?Health, Safety and Nutrition issues covered by
"Integrated Study Period "
Health
Education
?Health guidance through classroom/ homeroom
activities
?Health guidance through school events
Health Guidance
?Health guidance through student councils and
club activities
?Individual guidance in health rooms and
classrooms
?Health guidance through everyday school life
School
?Health observation
?Health examination(Health Survey)
Health
?Monitoring and guidance of students with
Management
?Health consultation
health concerns
of physical
and mental
?Prevention of infectious disease
aspects
Students'
?First Aid
Health
Management
?Monitoring and managing health aspects of
students' daily life
Management
of life
?Management of school life
Health
Organizing time tables and daily schedules
appropriate for a healthy life
Management
Play and sports during breaks
The psychological environment in the school
Management
?Hygiene management of school environment
Environmental
of School
Hygiene inspection of school
environment(Regular, Daily)
Management
Environment
?Beautification of school environment for a
better psychology
?Establishing teachers' group and cooperation
mechanism
?Cooperation with families
Organizational
?Cooperation with other related institutions,
organizations and schools
Activities
in the local area
?School Health Committee
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan Web site
7
Subjects and Standard Class Hours for Elementary
Schools
Grade List Japanese Social Studies Maths Science Life Envmnt Studies Music Drawing and Craft Home-making Physical Education Moral Education Special Activities Integrated Study Period Total class hours
Grade 1 272 - 114 - 102 68 68 - 90 34 34 - 782
Grade 2 280 - 155 - 105 70 70 - 90 35 35 - 840
Grade 3 235 70 150 70 - 60 60 - 90 35 35 105 910
Grade 4 235 85 150 90 - 60 60 - 90 35 35 105 945
Grade 5 180 90 150 95 - 50 50 60 90 35 35 110 945
Grade 6 175 100 150 95 - 50 50 55 90 35 35 110 945
SOURCE JICA(2003) The History of Japans
Educational Development pp.152
8
Timetable (example)
Mon Tue Wed Thru Fri
830 Teachers Meeting Reading Health Check Morning Assembly Teachers Meeting Reading Health Check Morning Assembly Teachers Meeting Reading Health Check Morning Assembly Teachers Meeting Reading Health Check Morning Assembly Teachers Meeting Health Check Morning Assembly
850 Period 1 Period 1 Period 1 Period 1 Period 1
850 Period 2 Period 2 Period 2 Period 2 Period 2
1020 Recess Recess Recess Recess Recess
1040 Period 3 Period 3 Period 3 Period 3 Period 3
1040 Period 4 Period 4 Period 4 Period 4 Period 4
1210 Lunch Brushing of teeth Lunch Brushing of teeth Lunch Brushing of teeth Lunch Brushing of teeth Lunch Brushing of teeth
1255 Recess Recess Recess Recess Recess
1315 Cleaning Cleaning Period 5 1400 Closing Assembly 1415 Club, Committee 1500 Free time Going Home Cleaning Cleaning
1330 Self-study Self-study Period 5 1400 Closing Assembly 1415 Club, Committee 1500 Free time Going Home Self-study Self-study
1345 Period 5 Period 5 Period 5 1400 Closing Assembly 1415 Club, Committee 1500 Free time Going Home Period 5 Period 5
1430 Period 6 Period 6 Period 5 1400 Closing Assembly 1415 Club, Committee 1500 Free time Going Home Closing Assembly Period 6
1515 Closing Assembly Closing Assembly Period 5 1400 Closing Assembly 1415 Club, Committee 1500 Free time Going Home Free time Closing Assembly
1530 Free time Free time Period 5 1400 Closing Assembly 1415 Club, Committee 1500 Free time Going Home Free time Club
1620 Going Home Going Home Period 5 1400 Closing Assembly 1415 Club, Committee 1500 Free time Going Home Going Home Going Home
SOURCE Compiled on the basis of timetable in
Kamitoba elementary school. Different subjects
are allocated for Period 1 to 6.
9
Textbook Authorization Process
SOURCE JICA(2004) Video The History of Japans
Educational Development
10
Lesson

• The existence of a relational network of
  tensions linking these three factors is a
  precondition for a good lesson

Teacher
Teaching Material
Children
SOURCE JICA(2003) The History of Japans
Educational Development pp.226
11
Basic Flow of Learning Development (example)
Confirmation of readiness Difficult points from
previous lesson
Express problem solving methods and ways of
thinking
Present lesson theme
Have discussion on the basis of presentations
Debate lesson theme
Propose expectations or hypotheses
Summarize learning content and methods
Think of methods and solve problems
Announce theme of the next lesson
SOURCE JICA(2003) The History of Japans
Educational Development pp.192
12
Plan for Blackboard Writing
Date. Class period
Name of teaching materials
Name of first group to give presentation
Particular points to watch out for or listen to
during the presentation
Discussion points on the presentation
Name of second group to give presentation
Particular points to watch out for or listen to
during the presentation
Discussion points on the presentation
New topic
SOURCE JICA(2003) The History of Japans
Educational Development pp.199
13
Learning Styles and Their Characteristics
Name Individual Learning Full Class Learning Small Group Learning
Style Individual childrens aptitudes and learning are suited to their level are furthered. One teacher using one method teaches the same content to all the children in a class at the same time Children are divided into groups of 2 or more, and common learning is promoted for each group.
Strong points Possible to respond to individual childrens reactions and to differences between children Very easy to acquire common academic ability because shared information can be transmitted quickly to all members of the class. Good development of thinking within the group and readiness of group members to articulate their thoughts. Interdependence of members can favor character formation. Heightening of positive attitude to tackling difficult problems.
Weak points Difficult to transmit shared ability. Costly and drain on teachers energies. Tendency for teaching to concentrate on force-feeding of facts and surface-level verbal transmission. Difficult to respond to individual differences and possibility of children getting left behind. Tendency for dependence on the most able children to develop. Without strict rules, learning can become inefficient.
SOURCE JICA(2003) The History of Japans
Educational Development P191
14
Teaching Methods
Method Characteristics
Lecturing Verbal transmission of knowledge and information to the children. Efficient use of time, but tendency for the children to become passive learners.
Discussion Fostering shared thinking through discussion and debate with the aim of identifying and solving problems.
Q A Broadening and deepening of learning through format in which children respond to questions posed by the teacher. Need to put emphasis on eliciting questions from the children. Danger of excessive prompting by the teacher.
Presentation Letting the children present feelings, opinions, or investigation results obtained through individual or small-group study.
Revision Central focus on drills and revision exercises aimed mainly at ensuring that basic skills and elements of knowledge are thoroughly learned.
Experiments and Observations Locates the basis of learning in direct, hands-on experience, acquired through experiments and observations.
SOURCE JICA(2003) The History of Japans
Educational Development P191
15
Types of Classrooms
Science room
Ordinary classroom
Music room
Visual arts Handicrafts room
Multi-purpose room
Home-making room
Special classroom for disabled children
Facilities for Life Environmental Studies
Classroom
Special classroom
Special activity room
Education consultation room
Common study space
Broadcasting room
Library
Space for preparing and storing educational
materials and teaching aids
Audio visual room
Computer room
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan, 2003,
Guidelines for Upgrading of School
Facilities (modified and translated)
16
Criteria for Science Education Equipment for
Elementary School
Unit Name Unit Name Required Science Equipment Unit Name Unit Name Required Science Equipment
Living Creatures and their Environment Plants field glasses, pruning shears, botanical specimen collection box, microscope, plant models, etc. The Earth and Space Sunlight plane mirror
Living Creatures and their Environment Animals rearing equipment, thermostat, microscope The Earth and Space The moon stars globe, star chart, etc.
Living Creatures and their Environment Structure mechanism of animal bodies model of the circulation system/arm joints, anatomical model, skeleton, etc. The Earth and Space Changes in the state of water thermometer, iron stand, alcohol lamp, protective goggles, etc.
Matter and Energy Light plane mirror, photocell, etc. The Earth and Space Weather instrument box, weather observation set, etc.
Matter and Energy Electricity ammeter, voltmeter, simple galvanometer, miniature light bulb, Nichrome wire, battery, set of magnets, magnetic compass, etc. The Earth and Space Rivers Models of land formations, etc.
Matter and Energy Magnetism ammeter, voltmeter, simple galvanometer, miniature light bulb, Nichrome wire, battery, set of magnets, magnetic compass, etc. The Earth and Space Land forms soil content Topographical map, rock and fossil specimen, model showing soil and rock strata, etc.
Matter and Energy Electromag-netism ammeter, voltmeter, simple galvanometer, miniature light bulb, Nichrome wire, battery, set of magnets, magnetic compass, etc. General purpose equipment General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
Matter and Energy Pressure simple vacuum container, spirit level, etc. General purpose equipment General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
Matter and Energy Heat thermometer, equipment for radiating heat, convection experiment equipment, etc. General purpose equipment General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
Matter and Energy Solutions measuring cylinder, balance scales, thermometer General purpose equipment General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
Matter and Energy Force spring measure, lever, wheel axle, etc. General purpose equipment General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
Matter and Energy Movement stop watch, weights for use in the study of dynamics, vacuum pump, etc. General purpose equipment General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
Matter and Energy Combustion iron stand, alcohol lamp, protective goggles, etc. General purpose equipment General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
SOURCEJICA(2003) The History of Japans
Educational Development pp.178
17
Special Education (as of May 2001, at the
compulsory education level)
Types of Schools Category Number of Schools Number of Classes Number of Children
Special Schools Schools for the Blind 71 - 1,169
Special Schools Schools for the Deaf 107 - 3,499
Special Schools Schools for Children with Intellectual and Physical Disabilities 818 - 45,621
Elementary Schools Special Classes - 27,711 77,240
Elementary Schools Special Educational Support through Resource Rooms - - 29,565
Total Total - - 157,094
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan Web site
JICA(2003) The History of Japans Educational
Development
18
Standard for School Library Book Stock
No. of Classes Number of Books Number of Books
No. of Classes Elementary School Lower Secondary School
1 2,400 4,800
2 3,000 4,800
36 3,000520(Number of classes- 2) 4,800640(Number of classes -2)
712 5,080480(Number of classes - 6) 7,360560(Number of classes -6)
1318 7,960400(Number of classes -12) 10,720480(Number of classes -12)
1930 10,360200(Number of classes -18) 13,600320(Number of classes -18)
31 12,760120(Number of classes -30) 17,440160(Number of classes -30)
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan, 2003,
Standard for School Library Book Stock
19
Moral Education
Objectives
Through the overall educational activities at school, a rich sense of humanity is nurtured including a sense of morality, decision-making skills, and willingness and attitude to learn and apply.
To foster a spirit of respect for human dignity and reverence for lives of each other To cultivate rich humanity To educate future citizens who preserve and develop traditional culture, and endeavor to create a new culture To educate future citizens that endeavor to develop a democratic society and state To educate future citizens capable of contributing to the realization of a peaceful international community To foster self-governing Japanese nationals To cultivate individual morality
Contents
Common issues identified by the teacher and children through their joint effort in pursuing, discussing and taking action for a better way of life.
ltFour types of contents gt 1) Content focusing on oneself 2) Content focusing on relationships with other individuals 3) Content focusing on nature and a supreme being 4) Content focusing on relationship with groups and society
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan, 1999,
Course of Study for Elementary School----
Moral Education
20
Special Activities
Objectives
Special activities, through collective activity practice, aim to foster voluntary and independent abilities and life attitudes by deepening self-awareness as a member of the group.
To promote appropriate collective activities To support child development with a good balance between physical and emotional growth To discover and understand the uniqueness of individual personalities To foster social skills To foster voluntary and practical attitudes
Contents
1) Classroom Activities Issues concerning the improvement and enhancement of school lives at both the classroom and school level. Issues concerning daily lives, adaptation to school lives, health and safety 2) Pupil Council Activities 3) Club Activities 4) School Events Ceremonies, Arts and Cultural Events, Sports and Health/Safety Promotion Events, School Trips and Excursions, Voluntary and Agricultural/Work Experiencing Activities
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan, 1999,
Course of Study for Elementary School----
Special Activities
21
Integrated Study Period
What is Integrated Study Period? Based on each individual schools effort and creativity, various educational opportunities of an interdisciplinary and comprehensive nature that meet the interests of children will be provided through Integrated Study Period, taking into consideration the local context and the situation surrounding the children.
Objectives
1) To help children develop the capability and ability to discover problems, think, make judgments, and solve them by themselves. 2) To help children learn how to learn and reason, develop mind to independently and creatively cope with problem-solving activities and inquiring activities, and deepen their understanding of their own way of life.
Learning Activities
Activities on various issues will be designed according to the unique situation of each school. Issues include Interdisciplinary and comprehensive issues such as international understanding, information, environment, welfare and health Issues of childrens interest Issues that are closely related to the community and schools characteristics.
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan, 1999,
Course of Study for Elementary School----
General Provisions
22
Life Environment Studies
Objectives
Childrens activities and experiences in community, in the environment and with people in their neighborhood will be promoted to stimulate childrens interests in their relationship with society and nature. Through this process, the basis for independence will be formed by understanding social life skills necessary for everyday life.
Contents
ltBasic contentsgt The relationship between self and others/society The relationship between self and nature Self-awareness
ltPractical contentsgt (1)The way of living healthily and safely (2) Relationship with family friends (3)Social awareness and manners (4) Economic life and consumption (5) Information management and exchange (6) Outdoor environmental activities (7) Time and Seasons (8) Creativity in play (9) The joy of growing up (10) Basic daily habits and life skills
SOURCE Ministry of Education, Culture, Sports,
Science and Technology, Japan, 1999,
Course of Study for
Elementary School---- School Life
23
Lesson Study

• The Process of Lesson Study Elaboration of the
  lessons through the continuous cycle of
  Plan-Do-See

Study of Teaching Material(Plan) (Identification
of themes, compilation of lesson plans)
Lesson Study(Do) (Lesson implementation and
observation)
Lesson Discussion Meeting(See) (Lesson
evaluation and reflection)
SOURCE JICA(2003) The History of Japans
Educational Development pp.227
24
Strong Points of School-Based Training

1. Has potential to deepen research on urgent
   problems faced by the school or the teacher.
2. Has potential to take research forward in the
   context of linking it with everyday school
   practice.
3. It is easy to utilize research results
   immediately for classroom practice.
4. Has potential to deepen joint research in context
   of smooth human relations.
5. It is easy to carry out research on the basis of
   relationship with parents or local community.

SOURCE JICA(2003) The History of Japans
Educational Development pp.222
25
The Significance of In-service Training for
Teachers

1. Enhancing human qualities as educators
2. Acquiring high-level specialist knowledge and
   skills
3. Acquiring new teaching methods
4. Communication and assembling of information among
   teachers
5. Assembling information provided by the
   administration

SOURCE JICA(2003) The History of Japans
Educational Development pp.221
26
Types of In-service Training Provided by
Different Bodies
Implementing Body Types of Training
Central Government Training to develop teacher leaders
Central Government Training to cope with topics of immediate urgency
Board of Education in prefectures, designated cities and core cities Training geared to length of experience Training according to functions
Board of Education of Municipalities Training geared to the actual condition of each municipality
Schools Attainment of school objectives, etc.
Teachers Self-study training for personal enlightment
SOURCE JICA(2003) The History of Japans
Educational Development pp.219
27
An Overview of Training Geared to Experience and
Length of Service
Training for Newly Appointed Teachers Training for Experienced Teachers(after 5 /10 /20 years)
It is necessary to conduct a systematic and organized training during the period when the teachers tries to connect what they have learned during pre-service training in university with the daily experience in the classroom in order to increase the teachers self-awareness of teaching as a profession and enable the teacher to undertake autonomous educational activities. On the basis of awareness of this need, this training aims to develop practical teaching ability and a sense of mission in the teacher, and at the same time, to broaden the teachers perspective. At the same time as enhancing specialist teaching abilities in each subject, this training aims to deepen a teachers ability to tackle educational research and to heighten the qualities appropriate to a professional teacher.
1) In-school Training about 2 days a week for 60 days or more in a year. The teacher mentor plays the main part and gives the newly appointed teacher advice and guidance. 2) Out-of-school Training about 1 day a week for 30 days or more in a year. As well as lectures in an Education Center, observation visits to other schools, and practical activity in the local society, a 4-night residential training course is also included. ?Exampletraining after 10 years service? Courses for a teacher with 10 years experience are divided into 3 stages on the basis of personnel performance evaluation. The content, aiming to enhance teaching method, lifestyle guidance, and the qualities required as educational public servant, is implemented for 15 days in school and 15 days out of school.
Items considered necessary for the performance of professional duties ?Examples?mental preparedness as a teacher, basic general knowledge, class management, subject teaching, moral education, special activities, pupil guidance, health guidance, safety administration, etc. ?Examplein-service training in Tokyo public schools? The basic parameters for any teacher (professional duties, etc) training concerned with guidance and teaching (subject, lifestyle, career guidance, etc) school management updating on social developments (IT, environmental education) cross-curricular issues (educational assessment, etc).
Objectives
Training Format
Training Content
SOURCE JICA(2003) The History of Japans
Educational Development pp.219
28
Constituent Ability Items and Training Examples
Suited to Professional Ability Level
Constituent Ability Items Training Content Suited to Professional Level
Principal Stage Ability in school management and administration, internal and external coordination, general management School management and the principals role Problems in school management and administration School administration regulations Service evaluation Personnel transfer matters Accounting matters
Deputy Principal Stage Ability in coordination within the school School management issues and the deputy principals role Problems in school management and administration Responding to teachers union School accidents and responses to them Lectures on education laws and regulations
Teacher-in-charge Stage Ability as a teacher leader Teacher guidance Issues in promoting student guidance Overview of educational counseling Practical duties in educational affairs Ways of looking and thinking about educational laws Understanding of problem behavior Present state of juvenile delinquency and interfacing with police authorities
Ordinary Teacher Stage Basic abilities, class management ability Training for newly appointed teacher or for teacher with 10 years service (See for details the previous table showing Training geared to experience and length of service)
SOURCE JICA(2003) The History of Japans
Educational Development pp.220
29
Educational Administrative Bodies and Authorities
Educational Administrative Bodies Authorities Authorities
Ministry of Education, Culture, Sports, Science and Technology, Japan / Minister of Education Guidance, Advise, Support Requests for surveys, statistics, etc. Financial help from central funds School establishment criteria Textbook authorization Curriculum criteria School enrollment criteria Supervision of teacher licensing Ordinances, instructions, circulars, notices Jurisdiction over national university and schools Financial support to private universities Jurisdiction over public and private universities and granting of permission to establish them
Prefectural boards of education Guidance, Advise, Support Appointment of teaching staff supported by prefectural funds Requests for surveys, statistics, etc. Performance evaluation planning Exhibition of authorized textbooks Granting permission for exemption from compulsory school attendance Issuing of teachers license School administration rules and regulations
Municipal boards of education School administration Supervision of teachers service Performance evaluation implementation Selection of textbooks Setting, notifying and getting approval of educational planning criteria Educational planning formulation School enrollment enforcement and exemption School administration regulations
Municipal schools Lesson planning formulation Notification to boards of education of non-attendance or delinquency among children
SOURCE JICA(2003) The History of Japans
Educational Development pp.69
30
Organization of the Board of Education
Governor
Educational Institutions
(Appointment)
Other Institutions
Secretariat
Board of Education Chairman Board members
Supervisors Administrative staff Technical
staff Other staff members
(Appointment? Supervision)
Guidance Division
Physical Education Sports Division
The Superintendent of Education
Deputy Superintendent
Lifelong Education Division
(Management?Supervision of staff members)
Cultural Affairs Division
Benefits Welfare Division
Office of Education
SOURCE National Commission of Prefectural
Education Boards Website (Translation)
31
The Basis for Lesson Planning Teaching Plan
Types of Teaching Plan Contents Plan drafters
Annual teaching plan The basic teaching plan divided up by subject and grade (Compiled on the basis of the Course of Study for each subject). Each board of education or each school
Subject unit-based teaching plan A teaching plan which allocates time units in accordance with the learning activity time division in such a way that learning and teaching can be developed in each subject unit, on the basis of a detailed subdivision, at the time of implementing the annual teaching plan. Each school grade or individual teacher
Individual lesson teaching plan A detailed lesson teaching plan containing the results of consideration if such points as the time allocation needed to develop learning points, lesson development, points to be written on the blackboard, and so on, to be used on the occasion of lesson implementation. Each individual teacher
SOURCE JICA(2003) The History of Japans
Educational Development pp. 187
32
Summary Diagram of Structured Lesson Design
Kinds of Teaching Plan Items Content
Annual Teaching Plan Subject Objectives Overall objectives for improving the ability of children in every subject
Annual Teaching Plan Grade Objectives Ability promotion objectives for each grade by subject for attainment of subject objectives
Annual Teaching Plan Grade Contents Learning content set out as unit sets for attaining grade objectives
Unit Teaching Plan Unit Objectives Unit objectives concerned with childrens ability development for attainment of grade objectives
Unit Teaching Plan Unit Content Learning content within unit time periods designated for attainment of unit objectives
Individual Lesson Teaching Plan Lesson Objectives Childrens learning content in lesson time designated for attainment of lesson objectives
Individual Lesson Teaching Plan Lesson Content Lesson learning content designated for attainment of lesson objectives
SOURCE JICA(2003) The History of Japans
Educational Development pp.187
33
Individual Lesson Teaching Plan(Sample Format)

• Unit (Lesson Theme)
• Lesson Plan for Unit Lesson (Period)
• Date and Time
• Class
• Unit Name (Lesson Title)
• Objective of this Lesson
• Lesson Development Plan
• Plan for Blackboard Writing
• Lesson Evaluation

Lesson Contents Childrens Activities Support from the Teacher

SOURCE JICA(2003) The History of Japans
Educational Development pp.198
34
Organization Chart of a PTA(Example)
General Meeting
Management Committee
Officers Committee
Auditors
Community Representatives Committee
Specialist Committee
Grade Representatives Committee
Class Representatives Committee
Educational Affairs Committee
Health and Welfare Committee
PR Committee
SOURCE JICA(2003) The History of Japans
Educational Development pp.92
35
An Example of School Calendar
Month Semester School Events Parents Participation
Sep. Second Term Formal start of classes
Oct. Second Term Sports Day ?
Nov. Second Term Presentation of childrens achievements (Arts and Culture Festival) ?
Dec. Second Term Parental observation of classes and discussion with parents ?
Dec. Second Term Disaster preparation training
Dec. Second Term Whole-school cleaning Formal end of classes
Dec. Winter Vacation
Jan. Third Term Formal start of classes
Feb. Third Term Marathon
Feb. Third Term Parental observation of classes and discussion with parents ?
Mar. Third Term Whole-school cleaning Formal end of classes
Mar. Third Term Graduation Ceremony ?
Mar. Spring Vacation
Month Semester School Events Parents Participation
Apr. Spring Vacation
Apr. First Term School Entrance Ceremony ?
Apr. First Term Formal start of classes
Apr. First Term Physical health check
May First Term Visits to childrens home ?
May First Term Excursion
May First Term Sports tests
May First Term All-school trip
Jun. First Term Parental observation of classes/discussion with parents ?
Jul. First Term Whole-school cleaning Formal end of classes
Jul. Summer Vacation
Aug. Summer Vacation Seaside school Forest school
Aug. Summer Vacation
SOURCE JICA(2003) The History of Japans
Educational Development pp. 89
36
How Teachers are Viewed in Japan
Teacher as a Sacred Profession
Teacher as a Worker
Teacher as a Professional
SOURCE JICA(2003) The History of Japans
Educational Development ,
diagram prepared based on the description in pp.
206
37
Types of Teacher Certificate
Kinder-garden Elementary School Lower secondary school (certificate for subject teaching) Upper secondary school (certificate for subject teaching) Special schools Special schools Special schools Nurse Teacher
Kinder-garden Elementary School Lower secondary school (certificate for subject teaching) Upper secondary school (certificate for subject teaching) for the blind for the deaf for the other disabled Nurse Teacher
General Certificate Advanced class certificate (Completion of a Masters course) ? ? ? ? ? ? ? ?
General Certificate First class certificate ( Completion of an undergraduate course) ? ? ? ? ? ? ? ?
General Certificate Second class certificate ( Completion of a Junior college course) ? ? ? ? ? ? ?
Special certificate (Validity 510 years) Special certificate (Validity 510 years) (for subject teaching) ? ? ? ? ?
Temporary certificate (Validity 3 years) Temporary certificate (Validity 3 years) ? ? ? ? ? ? ? ?
Temporary certificate (Validity 3 years) Temporary certificate (Validity 3 years) ? ? ? ? Requires either kindergarten, elementary, or lower/upper secondary school certificate Requires either kindergarten, elementary, or lower/upper secondary school certificate Requires either kindergarten, elementary, or lower/upper secondary school certificate ?