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Toyojoshi Senior High School
- Level/s of EducationUpper SecondaryRegionKanto
- Main areas of activityCultural diversity, International understanding, Peace, Human rights, Gender equality, Sustainable production and consumption, Dietary education, Global Citizenship Education (GCED)
| Location | 3-29-8 Sengoku, Bunkyo-ku, Tokyo |
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| TEL. | +81 3 3941 2680 |
| Website | https://www.toyojoshi.ac.jp/ |
| Membership | 2025 |
2025 Annual Report
Climate change, Environment, Peace, Human rights, Sustainable production and consumption, Global Citizenship Education (GCED)
Global Education Initiatives at Our School
① Stepwise Goals by Grade
Our school promotes global education by setting stepwise goals for each grade.
・ Grade 1
The goal is “to recognize social issues as one’s own.” Students first participated in a Well-being Workshop, where they learned to understand the interconnection between personal, interpersonal, and societal well-being. They then joined an SDGs Workshop, taking the first step toward realizing a society that “leaves no one behind.” In addition, classes were conducted to consider the happiness of children from diverse backgrounds, encouraging students to reflect on the relationship between their own sense of happiness and that of others. Through museum-based learning, students discovered links between their personal interests and social issues, and subsequently developed action plans, which are scheduled for implementation in the third term.
・ Grade 2
Students engaged in collaborative learning with partner schools in Ecuador and South Korea, as well as with a high school in Lithuania through the International Art Mile project. This year, inquiry activities have focused on SDG Goal 12 (Responsible Consumption and Production) and Goal 15 (Life on Land). In the Saturday Seminars, the aim is to cultivate the ability to form personal opinions, express them to others, and collaborate effectively, while fostering perspectives that connect learning and career aspirations to social issues.
・ Grade 3
The goal is “to acquire the ability to evaluate differing perspectives and opinions based on practical knowledge, and to engage in dialogue with others.” Students are encouraged to link their learning to social issues, analyze phenomena logically, and develop rational problem-solving skills. Emphasis is placed on disseminating their ideas through both action and written communication.
② Development of Saturday Seminars
The Saturday Seminars cover diverse themes such as SDGs, intercultural understanding, international activities, local communities, sociology, gender, children, information, health, natural sciences, literature, and psychology. The objective is for students to acquire competencies aligned with their personal goals and to connect these competencies to future career paths. Collaboration with universities and companies provides opportunities to attend lectures by external experts and receive specialized advice, leading to new goal-setting and the advancement of student activities.
Examples include a community study project in which students designed a lodging facility aimed at promoting communication and raising health awareness among elderly residents in Sugamo. In the natural sciences, students worked on producing antibacterial agents derived from plant-based ingredients, thereby contributing to SDG Goal 3 (Good Health and Well-being).
③ School Festival, Study Trip, and UNESCO School Activities
In September, during the school festival, each class presented projects related to the SDGs, appealing to visitors about the importance of addressing social issues. In November, the study trip to Nagasaki included peace education activities such as listening to testimonies from atomic bomb survivors and engaging in collaborative projects with local volunteers.
Furthermore, at the 6th UNESCO School Kanto Block Conference, our school co-organized the Refugee Film Screening planned by Seikei Gakuen, the host school. During the exchange session, both schools presented their achievements, and in the second part, our school reported on the outcomes of its inquiry-based learning. Through these activities, we shared educational practices grounded in the philosophy of UNESCO Associated Schools Network (ASPnet).
Annual Work Plan
The 2025 academic year marked the first year in which the syllabus for global education and inquiry-based learning with a focus on career development was extensively revised. In 2026, we aim to further enhance and refine these new initiatives so that they evolve into more fulfilling learning experiences.
In global learning, second-year students will be divided into three country-based groups to conduct collaborative inquiry projects. To ensure that no imbalance arises in the format of interim presentations or the quality of outcomes, measures will be taken to secure consistency and uniformity in both presentation methods and the content of deliverables.
In addition, our school is reviewing the structure of major events. Centering on the study trip and the school festival, we are reconstructing these activities so that they function as hubs for Education for Sustainable Development (ESD). By designing them to be outwardly communicable, we will disseminate the outcomes of our learning activities more broadly to society and share our educational achievements with external audiences.