| Location | 25, Tsubahi-cho, Nara-shi, Nara |
|---|---|
| TEL. | (+81)742-23-7062 |
| Website | http://www.naracity.ed.jp/tsubai-e/ |
| Membership | 2009 |
2025 Annual Report
Environment, Cultural diversity, World heritage/intangible cultural heritage/regional cultural properties, Peace, Human rights
Our school boasts a rich history spanning 153 years since its founding. We are situated in a historic district that retains the medieval streetscapes of “Naramachi” and is home to renowned tourist sites, including the ancient Kofukuji and Gangoji Temples, Nara Park, and Sarusawa Pond.
In our “Living Environment Studies” and “Period for Integrated Studies,” we have advanced our curriculum under the theme of “Learning from the Community,” focusing on three central pillars:
International Understanding Education: Actively engaging in exchanges with people from overseas, centering on foreign language activities.
Local Heritage Learning: Interacting with local “objects, events, and people” to inherit and pass on the sentiments of our predecessors.
Local Environmental Education: Identifying local environmental issues, considering necessary solutions, and sharing these findings.
These pillars align with the three priority areas emphasized by UNESCO Associated Schools.
[Activities Related to World Heritage Learning]
Our school district encompasses many World Heritage sites, making them a familiar presence for our students. However, some students remain unaware of the historical significance of these sites or the privilege of having World Heritage so close to home.
In the 4th grade Period for Integrated Studies (dubbed “Integrated ‘Nara'”), students observed the “Hojoe” (Ceremony for Liberating Living Beings), an annual event at Kofukuji Temple. Through follow-up studies, they learned about this tradition passed down through generations as part of the World Heritage site, as well as the environmental considerations involved, such as restricting the release of fish into Sarusawa Pond to native species only.
Additionally, in the 5th grade “Integrated ‘Nara'” classes, students researched World Heritage sites in Nara City and conducted field visits. These visits were organized in a walk-rally format, where students utilized tablet devices to conduct independent research and present what they learned.
We believe these initiatives have helped students rediscover the virtues of their community and take pride in their local area.
Annual Work Plan
Our school boasts a rich history spanning 153 years since its founding. We are situated in a historic district that retains the medieval streetscapes of “Naramachi” and is home to renowned tourist sites, including the ancient Kofukuji and Gangoji Temples, Nara Park, and Sarusawa Pond.
In our “Living Environment Studies” and “Period for Integrated Studies,” we have advanced our curriculum under the theme of “Learning from the Community,” focusing on three central pillars:
International Understanding Education: Actively engaging in exchanges with people from overseas, centering on foreign language activities.
Local Heritage Learning: Interacting with local “objects, events, and people” to inherit and pass on the sentiments of our predecessors.
Local Environmental Education: Identifying local environmental issues, considering necessary solutions, and sharing these findings.
These pillars align with the three priority areas emphasized by UNESCO Associated Schools.
[Activities Related to World Heritage Learning]
Our school district encompasses many World Heritage sites, making them a familiar presence for our students. However, some students remain unaware of the historical significance of these sites or the privilege of having World Heritage so close to home.
In the 4th grade Period for Integrated Studies (dubbed “Integrated ‘Nara'”), students observed the “Hojoe” (Ceremony for Liberating Living Beings), an annual event at Kofukuji Temple. Through follow-up studies, they learned about this tradition passed down through generations as part of the World Heritage site, as well as the environmental considerations involved, such as restricting the release of fish into Sarusawa Pond to native species only.
Additionally, in the 5th grade “Integrated ‘Nara'” classes, students researched World Heritage sites in Nara City and conducted field visits. These visits were organized in a walk-rally format, where students utilized tablet devices to conduct independent research and present what they learned.
We believe these initiatives have helped students rediscover the virtues of their community and take pride in their local area.