Academic English is different from everyday spoken English. Even though learners may be confident in using English in everyday situations, Academic English vocabulary is rather different. Students need Academic English for reading and understanding study materials and for writing about any particular academic subject.
Oxford English for Cambridge Primary Grade 1 and more.
The HIS approach to teaching Mathematics is based on Cognitively Guided Instruction (CGI) which builds on children’s natural problem-solving strategies. Learners have their own ways of learning and developing problem solving and reasoning skills in Mathematics. As teachers learn about the details of their learners’ thinking, they use CGI to better meet the needs of all students in the classroom, which explores instruction that builds on children’s own individual ways of thinking. It is extremely valuable to allow students to choose their own path for learning.
Oxford International Primary Maths
We use Oxford International Primary Maths for grade 1 through grade 6 because they take a problem solving approach to mathematics which help students discover, explore and connect with mathematics
Our world faces serious global issues of ethnic conflict, social inequality, and environmental destruction.
About Global Education
Global Education is based on the values of solidarity, equity, justice, inclusion, co-operation and diversity.
Global education addresses topics such as human rights,sustainability,peace, environment and global justice.
Global education fosters global attitudes such as an appreciation of other cultures, respect for diversity, a commitment to justice, and empathy with others
(4) Skills and abilities
Global education develops skills and abilities such as communication, critical and creative thinking, cooperative problem-solving, and the ability to see issues from multiple perspectives necessary to solve world problems.
HIS Global Education
HIS has responsibility to prepare our students to cope with global issues to bring about changing in our society. HIS Global Education is an and creative approach is of empowering empowers the learners with the knowledge, attitudes and skills to solve global problems in a multicultural, interdependent world.
Methodological approach of HIS is learner-centered, which moves students from passive receivers of information to active participants in their own discovery process.
In the learning process a teacher do no transmit knowledge or skills but assist learners to take responsibility in participating in shaping a better, shared future for the world as a member of global society. The final goal of global education is action which participate in the local and global community to solve world problems.
The content of this class focuses on global issues such as Human Rights, Climate Change,Ethnic and racial equality, Globalization, Peace and Security. This class will preparestudentsto be informed and responsible global citizens.
PROGRAMMING in SCRATCH
Innovation and creativity are two words heard frequently in education today. An intuitive Visual Programming Language course brings innovation and creativity to a classroom environmentwhich makes it motivating, interesting,diverse, fun, creative, and collaborative. Visual Programming Language has integrated curriculum in which children broadly explore knowledge in various subjectson both the primary and secondary school levels.
Scratch is a visual programming language that enables children to create interactive media, such as animations, games, and stories. It alsoprovides a context and a set of opportunities for contributing to the active conversations about computational thinking which involves an understanding of themselves, their relationships, and the technological world around them.
Collaborative Learning (CL)
The Scratch online community is designed to engage members of all levels of expertise, ages, and backgrounds in learning from one another as they create and play together. It also has a discussion forum, where members can ask questions, converse about Scratch-related topics, and find collaborators. The participants take the initiative to help others—from answering questions in the website discussion forums to creating interactive tutorials to share their skills.
Community Roles and Responsibilities
Scratch, which is a programming interactive media, supports the development of computational thinking as well as roles and responsibilities in life.
The learnersin the community learn to carry out their responsibilities in collaboration with other team members to eventually develop their visions for improving the community. The learners within the online community work with each other as part of a team and serve in leadership roles, such as peer tutors, assistants and counsellors.
By participating inthese roles, the learners expand their vision and craft new ideas for what is possible in the community.
Project Misha in Scratch
This Programming project is based on the world, the characters and Grand storyline of
an animation called “Misha the Dandelion Seed”.The learners who participate in this project develop the world, the characters, and the Grand storyline. The learners work on creating The Misha Project online communities by exploring other learners’ works and downloading and remixing each other’s works.
The world is basically the same as we created for the animation. However, the specific attributes of the world are developed by the students.
2. The characters
The characters are the ones that we created for the animation. Although the characters are the most important assets of the story, the character development is important and we let the characters grow and change through the conflicts to reach their goals, which make them more human through this project.
3. Grand Storyline
The Grand storyline is composed of the overarching conflicts. We create more conflicts which give more opportunities to raise the survival stakes and introduce new characters and obstacles. The learners will make a plot diagram about the Grand Storyline.
We will make a storyboard which is composed of a sequence of scenes,
each of which represents a view controller and its views based on the grand storyline.
How Misa the Dandelion Seed was created -
It was in 2014 that the story was created during a Multicultural Studies class at
Hamamatsu Gakuin University. We decided to make an animation inspiring children to make their world a better place.
The world we created reflects the reality of daily life, where there are social inequalities and discrimination rooted in race, ethnic differences, social class, gender, and so on. As children grow up in middle to late childhood, they come to understand how inequalities affect their lives. This animation project tells children that they have the potential to transform their lives. Our world depicts a small segment of the world of nature through a Dandelion seed’s eyes. The world is from your character’s perspective. So, in many ways, it’s the children’s experiences in life that guide character development. Thisgives children a wide range of ideas to work with.
2. The characters
The characters are not human beings but anthropomorphic creatures. Anthropomorphic characters can do things that children cannot. They can fly in the sky and go quite deep in the sea where dangers lurk. Anthropomorphic characters transcend international and cultural boundaries. Children can identify with an anthropomorphic character who looks quite different from other characters with different skin color and other features.
(A) Misha the dandelion seed was born with a a different color. She flies alone without other dandelion seeds because she looks different from them. She flies in a storm and gets caught by some bugs and her heart almost breaks off and feels like there is no hope left.
C.However, Misha encounters other dandelion seeds who are alienated from their groups because of their color differences. Misha and her new friends fly by helping each other and survive a hard journey.
D. They finally find a grassland on which the sun is shining down. They bloom there and create a dandelion field that is more brilliant and vivid with various colors, other than regular yellow ones, because each of them has his/her own different characteristics.
Why dandelion seeds were chosen as characters of our story ?
There are interesting and fun facts about the Dandelion Flowers
In most parts of the world, dandelions grow wild in fields and the seeds of dandelions travel miles and miles to eventually reach the ground that it will eventually inhabit. Dandelions flourish in any habitat that can provide enough sunlight. strength, positivity, progress and survival.
Many believe that the dandelion represents the sun, moon and starsin their stages of life: the yellow flower, the sun; airy white puffballs, a full moon; seeds carried by the wind, stars.
When we walk in the street and happen to see a yellow flower that grows out of the pavement, shining out bright in the ugly and bleak areas of the city, it makes us feel happy and rich. It helps us to realize how something can be soft, beautiful andpowerful at the same time.
In yards all over the world, there comes a time each year when the temperatures turn from chilly to warm and millions of tiny yellow flowers bloom. All those beautiful flowers eventually turn to white puffballs.
Dandelion seeds fly by spinning their feathery parachutes in the breeze. They will extend them fully in good weather. If rain is on the way, however, they will fold like an umbrella and remain tightly closed.
Children like to pick the white puff balls, make a wish, and then blow the seeds into the wind.
What is Misha’s Adventure symbolic of ?
Diversity, creativity and innovation
Misha is symbolic of migrants, settler, newcomer, and so on who travel outside their country of origin to other places to live. Misha is symbolic of the creativity and innovation that diversity brings to the world.
Planning an International Programming Project
HIS and YMIS learners are expected to envision a community where they and other young people can create and share their projects in a supportive and safe environment.
HIS and YMIS have built the collaborative learning communities with
a school in Davao City, Philippines.
The learners are actively designing, inventing, and building an artifact together by answering questions, providing constructive feedback and keeping discussions friendly in the online community. Within the online community, they help each other to deal with challenges as well as develop planning, problem solving, and communication skills. All of this gives them the ability to work as a team as they function as peer tutors with thesupport of our instructors and facilitators. Through collaborative learning, they learn their various responsibilities, looking to each other to learn how to fulfill them. Finally, the project allows them to engage in creative activities in collaboration with learners of diverse cultural backgrounds. Such active participation can foster an environment where the learners are actively taking ownership of the community and giving back in multiple ways.
Heritage Language Learning
In 1990 a new law, the Revised Immigration Control and Refugee Recognition Act was implemented and maintained limited unskilled labor levels in Japan. First generation Decasegi tended to arrive with a limited ability to communicate in Japanese; so they continued to speak to their children in their Heritage language. However, as the second generation was raised semi-bilingual, in their parents’ language and in Japanese, they were expected to attend Japanese public schools and suppress the active use of non-Japanese languages. They were expected to use Japanese, their second language, through Japanese public schools and in their communities for the purpose of promoting assimilation into Japanese society. Under these situations, Japanese became the dominant language in social interactions with peers and siblings and it is now the language in which they have been conditioned to think and learn in school.
Since the Revised Immigration Control and Refugee Recognition Act was first implemented, 28 years has passed. As of 2016 the number of children born in Japan to Non-Japanese parents has been increasing. The second generation have raised their own children, the third generation, to be Japanese monolinguals. They are losing their Heritage languages.
Studies about Heritage language education show that learning one’s Heritage language enhances children’s cognitive abilities and helps the children to exert a positive influence on second language proficiency (in this case, Japanese). Finally, it promotes positive cultural identities which can improve self-esteem, social involvement and more.
HIS considers Heritage languages to be valuable assets and we are convinced that children who grow up speaking a heritage language have many advantages, including more career and personal opportunities. For non-Japanese youth, balanced bilinguals are more likely to graduate from high school, go on to college, secure better jobs, and earn more money than those who speak only Japanese. Naturally, the more that children get to hear and use their Heritage language as they are growing up, the more skillful they will become at communicating in that language. In addition to encouraging the development of their Heritage language at home as much as possible, HIS can teach speaking and listening of students’ Heritage language in early childhood. As children advance to higher grades, HIS introduces them to the language used in formal situations that are very important from the point of view of attaining higher levels of proficiency associated with professional fields. Because reading and writing develop slowly over time as children mature, instruction should extend as long as possible, ideally, from primary school to college.