CGK Times
Maximizing your opportunities for happiness
in an increasingly global world
December 2024
Thank you, 2024. Hello, 2025!
And just like that we've come to the end of 2024! that there were many great moments that made up your top ten list for 2024. As part of PSPE, we guide the children to reflect, recognise, and thank people and things that they are grateful for. In this busy holiday season, take the time to look back on this past year and reflect on all the good that has happened.
From everyone at CGK we thank you for all the help and support that you have given us in 2024. We look forward to 2025 and all the new things that it brings. Merry Christmas and happy holidays to everyone.
Contents
Preschool
Students Leading SLCs!
Thank you to everyone who came and participated in this year's SLCs! It was great to see the children become mini-teachers as they explained and demonstrated their work to their families. We hope that families were able to see the growth that the children have made in this school year as well as having a greater understanding of what happens in the classroom. Thank you to everyone who were able to come as we greatly appreciate your time and participation.
CGK Awards
Welcome to the world renowned, highly respected, and much revered CGK Awards! Each month we would like to highlight the children from each class who have displayed qualities that are part of the IB Learner Profile. These are qualities that we want our children to have and to share with the world. With that, the recipients of this month's CGK Achievement Awards are:
Jungle (3-year-olds)
L. - for trying to become a better communicator and being a caring risk taker: doing his best to be his peers’ hero and looking out for them.
O. - for being a communicator and a caring friend who tries to use her words in a kind manner and lead her peers.
Mountain A (4-year-olds)
E. - for always having a positive attitude and caring for her friends.
S. - for being a good communicator and always trying her help her friends with English and Japanese.
Mountain B(4歳児)
I. - for being a good thinker and communicator by using her creativity and sharing her ideas with her friends.
K. - for being a good communicator and always contributing to class discussions.
Sky (5-year-olds)
A. - for expressing his ideas and emotions both in English and Japanese and being knowledgeable and reflecting on lessons.
K. - for being and eager learner who confidently expresses what he knows and calmly taking on new challenges.
S. - for always being thoughtful of her friends and teachers and offering help and encouragement whenever needed.
Congratulations to this month’s recipients. Keep on sharing your awesomeness with the world!
Sky (5-year-olds)
Expressions Around the World: A Journey of Stories, Cultures, and Kind Hearts
This December has been an exciting and busy month for Sky Class as we wrapped up our UOI, How We Express Ourselves. The children have explored countless ways countries and cultures share their unique identities through art, crafts, performance, and storytelling. One of the highlights was learning about how the Māori people of New Zealand express themselves. Sky Class engaged with Māori culture by exploring the meaning behind traditional patterns like the Koru, which symbolizes new beginnings and growth. They also created their own poi balls and learned a simple Māori song and dance in collaboration with Mr. James' Grade 2 class. This activity not only deepened their understanding of the unit but also strengthened their connections with our Elementary school students.
We also delved into ancient Egyptian culture, focusing on how Egyptians shared stories and ideas through hieroglyphics. The children practiced decoding these ancient symbols and even created their own names in hieroglyphs. The hands-on activity of recreating papyrus-style paper further connected them to the innovative methods Egyptians used to express themselves. Additionally, Sky Class explored Morocco’s intricate art forms, particularly clay tiles. They learned how these tiles are handcrafted and how the patterns and designs reflect Moroccan culture and creativity. The students enjoyed designing their own clay tile patterns, adding a personal touch to this artistic tradition.
In addition to cultural exploration, the children completed their summative assessments for this unit, which included creating original story cards. After Sports Day, they worked independently to piece together their stories, reflecting on key narrative elements such as characters, settings, problems, and solutions. We gave them time to think critically about their teamwork, collaboration, and participation during the process. These story cards became a beautiful culmination of their learning, showcasing their creativity and understanding of storytelling.
Sky families also got a glimpse into all the wonderful things the children have learned during the SLCs. The children confidently took on the role of "teacher," guiding their parents through stations featuring the activities and projects they enjoyed most. It was a proud moment for both the students and teachers to see their growth and enthusiasm on full display.
Despite the many exciting events this month, we continued to focus heavily on PSPE (Personal, Social, and Physical Education). Sky Class learned about problem-solving and practiced ways to resolve conflicts with kindness and understanding. They also explored the power of affirmations and discussed what makes them feel good when they’re feeling down. We tied this into lessons on gratitude, helping the children recognize and express thankfulness for the people and things in their lives. As the holidays draw near, we are emphasizing positivity, gratitude, and kindness—qualities that truly warm the heart and set the tone for a joyful season.
Fostering Independent Learning and Cooperation through "Student Choice" Activities
This month, the Sky Class had several opportunities to engage in "Student Choice" activities jointly with the Mountain Class during the afternoon sessions. In these activities, children take the initiative to decide on the content of activities conducted at the learning centers. Instead of following teacher instructions, they discuss among themselves to determine what to do at each table. Additionally, preparing each learning center is the children's responsibility, and they proceeded by cooperating with their friends.
In these activities, children selected a variety of activities rather than focusing on a single interest. For example, some chose centers where they could learn addition and subtraction through play or centers where they could learn letters. Others opted for centers that allowed them to relax by reading, coloring, or enjoying puzzles. The children not only selected activities based on their interests but also acknowledged and enjoyed the activities chosen by their friends.
Some learning centers appeared slightly challenging for the Mountain Class students. However, many instances were observed where Sky Class students kindly demonstrated and taught them. For instance, in the letter-based center, Sky Class children showed Mountain Class friends how to use the letter cards, deepening communication. In the math center, children tackling complex calculations were seen helping each other to arrive at solutions.
Furthermore, in the relaxing centers, children refreshed their minds by concentrating on reading books or drawing pictures. In the puzzle center, they challenged themselves to complete difficult puzzles together, testing their cooperation and concentration.
Through these "Student Choice" activities, children cultivated the ability to make choices and decisions independently, while also deepening communication with friends from other classes. Particularly, the sight of children of different ages helping each other provided a wonderful opportunity to promote mutual growth. Moving forward, we aim to continue fostering children's ability to learn proactively and solve problems collaboratively through such activities.
Mountain A and B
(4-year-olds)
Exploring Creativity - Mountain's New UOI
Mountain class is diving into an exciting new UOI: How We Express Ourselves! This unit is all about exploring creativity and the many ways we can share ideas, emotions, and stories with others.
Through our lines of inquiry, we’ll investigate how creativity can be expressed in various forms:
🎨 Art – Using elements like line and color to bring imagination to life.
📚 Stories – Crafting and sharing ideas through words, characters, and narratives.
🎶 Song and Dance – Expressing emotions and ideas through rhythm, movement, and melody.
Aligned with our concepts of form, causation, and perspective, the children have already started exploring the elements of line and color. These foundational ideas encourage them to see how the smallest details can spark big ideas. As we move forward, students will begin connecting these concepts to their own creative expressions.
We’ve also noticed a growing curiosity among the children who are getting into the routine of asking thoughtful, open-ended questions. This approach encourages deeper thinking, exploration, and collaboration, fostering their natural sense of wonder.
Throughout the unit, we’ll reflect on our creativity and learn to communicate ideas while being open-minded, caring, and reflective. These attributes of the IB Learner Profile help the children understand and appreciate the diversity of creative expression.
Our journey will culminate in a Celebration of Learning Performance (COL), where the children will showcase their creativity through stories, art, song, and dance. We can’t wait to see how they bring their ideas to life and share their learning with our community.
Stay tuned for more updates as we explore the beautiful ways we express ourselves!
Journey of Emotions Through Color, Music and Movement!
In Mountain A, we’ve been having a wonderful time exploring the powerful connection between colors and emotions. The children have been diving into the world of color by creating their own original color palettes, each chosen to reflect different feelings. They’ve discovered how colors like red can evoke excitement or anger, while blue often brings a sense of calm or sadness. Through this creative exploration, the students are gaining a deeper understanding of how colors can mirror their emotional world. Alongside this, we’ve been expressing these emotions through music and movement. The children are learning how fast, energetic movements can express feelings of anger or excitement, while slow, gentle movements are perfect for conveying sadness or calmness. They’ve also been experimenting with scarves and instruments to further enhance their emotional expression. The scarves allow them to feel and show their emotions through flowing, dramatic gestures, while instruments like drums and tambourines help them connect with different rhythms that match their moods. All of this creativity and self-expression is building toward something very special—our end-of-year Celebration of Learning (COL) Performance! The children will be showcasing everything they’ve learned about emotions, color, music, and movement in a joyful and meaningful performance. We can’t wait to share their amazing journey with you and celebrate their growth and creativity together soon!
It's Beginning to Look A Lot Like Christmas...
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As the holiday season draws near, the students have been busy spreading festive cheer throughout the school, pouring their creativity into crafting beautiful decorations to adorn the classrooms and shared spaces. These activities have not only captured the festive spirit but have also provided wonderful opportunities for the children to explore and express their talents across a range of subjects.
Through hands-on projects, the students have seamlessly integrated creativity with learning in areas such as maths, literacy, and music. From measuring and cutting materials for their crafts to writing heartfelt messages for display, they’ve embraced the season with enthusiasm and teamwork.
In preparation for the much-anticipated Winter Party on December 24th, the students have also been hard at work rehearsing a special performance of Jingle Bells. This unique rendition combines Japanese sign language, dance, and a medley of instruments, showcasing the children’s growing confidence and their ability to collaborate and perform.
The excitement is building as the party approaches, and we can’t wait to celebrate the season together with our wonderful CGK community.
A Year Filled with Smiles and a Joyful Picnic
This year has flown by, and it's already nearing its end. The picnic with the Mountain Class children was a delightful moment, perfectly concluding 2024. Watching the children play freely in nature and share laughter over delicious lunch boxes, I was once again reminded of their growth.
During the picnic, there were many moments where children reflected on their daily learning. Observing plants growing by the water, they recalled their "Sharing the Planet" inquiry about habitats, saying, "These are plants that live near water." When something fell into a drain with a "plop" sound, they connected it to their "How We Express Ourselves" inquiry about "sound," realizing the relevance. As adults, we are constantly amazed by children's ability to discover and pursue curiosities.
On a personal note, I will be embarking on a new challenge in the UK starting January next year. The time spent as the homeroom teacher of Mountain B Class has been invaluable, precious, and special to me. The radiant smiles the children showed every day energized me, and I learned a lot from them, growing together. I love you all! Thank you so much!
I also sincerely thank all the parents who have supported us. Thanks to your daily understanding and cooperation, we were able to share wonderful times with the children. The smiles, learning, and moments of discovery the children showed will be unforgettable treasures for me.
I hope the children will continue to discover and pursue curiosities, always smiling and growing healthily. Wishing you all wonderful days ahead.
Happy New Year! Thank you!
Ms. Monami
Jungle
(3-year-olds)
The Neverending Story
The end of the year is upon us, and with it comes the end of our current unit. But the beautiful thing about the IB approach to learning is that the curiosity of the students is something that can influence the course of our lessons. We had a brief discussion about the upcoming COL (Celebration Of Learning) and everyone was so excited that we decided to overlap our units and start the next while we finish the current one.
The unit we have coming next is, How We Organise Ourselves, with a focus on Communities. This unit will go hand-in-hand with our COL preparation as the students decide every aspect of the story as possible. To prepare the Jungle friends for such an undertaking, we had several lessons centred around making stories.
This included role-playing with costumes and props, a game in which the students take turns to verbally continue a story that the teacher started (one time a character ate almost an entire zoo,) and depiction using a blank, comic-style template. We have now, mostly, decided the story, and we will begin practicing after the New Year.
We are VERY excited to show everyone the awesome story that Jungle friends have helped to make, and to celebrate their learning.
The Holiday Express: All Aboard the Learning Train
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Student Lead Conference (SLC)
Cookie Mayhem
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Winter Party
Crafty Jungle
L.O.V.E to learn, one letter at a time.
SLC - students leading their parents through their own daily school life.
SLC - students leading their parents through their own daily school life.
SLC - students leading their parents through their own daily school life.
SLC - students leading their parents through their own daily school life.
SLC - students leading their parents through their own daily school life.
SLC - students leading their parents through their own daily school life.
SLC - students leading their parents through their own daily school life.
SLC - students leading their parents through their own daily school life.
The whole world is our classroom.
The whole world is our classroom.
Nature and life are the biggest teachers.
Who says learning can't be fun?
Achooo ... season!
Hands on cultural experience - Writing a letter to Santa
Hands on cultural experience - Writing a letter to Santa
Hands on cultural experience - Making greeting cards
Hands on cultural experience - Making greeting cards
Hands on cultural experience - Making greeting cards
Seeing with our own eyes, how does the rest of the world celebrate this season?
Seeing with our own eyes, how does the rest of the world celebrate this season?
Seeing with our own eyes, how does the rest of the world celebrate this season?
Seeing with our own eyes, how does the rest of the world celebrate this season?
Seeing with our own eyes, how does the rest of the world celebrate this season?
Practice makes perfect, working on some essential life skills.
Practice makes perfect, working on some essential life skills.
Practice makes perfect, working on some essential life skills.
Practice makes perfect, working on some essential life skills.
Review and reflection on what we have learnt.
Review and reflection on what we have learnt.
Review and reflection on what we have learnt.
Review and reflection on what we have learnt.
Hands on cultural experience - Baking cookies
Hands on cultural experience - Baking cookies
Hands on cultural experience - Baking cookies
Hands on cultural experience - Baking cookies
Celebrating Winter Party in our best Pijamas!🧑🎄
Winter Party - And the best PJ award goes to ... *🥁drum rolls* ... EVERYONE ❤️
Winter party - Santa's visit and our questions
As we approach the end of the year, our current Unit of Inquiry (UOI), "How the World Works," is wrapping up. The students have been deeply engaged in learning, exploring, and nurturing their natural curiosity throughout this unit. They now have a solid understanding of living things, including themselves!
This month, we emphasized outdoor learning, exploring different types of trees, the reasons behind autumn's vibrant colours, and how to take care of ourselves in various weather conditions. These experiences helped students develop essential self-care and self-help skills.
A significant highlight this month was the Student-Led Conferences (SLCs). The students showcased their learning and classroom activities to their families. We extend our heartfelt gratitude to all the families who participated. It was heartwarming to see our students confidently share their experiences and knowledge, offering their families a glimpse of their school life.
December also brought a flurry of special activities and events. We explored different cultures and how the festive season is celebrated (or not) worldwide, building our cultural awareness. Students were exposed to Christmas and New Year traditions in various countries, read holiday-themed books, and participated in activities like visiting the "Christmas Around the World 2024" event in Yokohama. Writing letters to Santa, making greeting cards, and baking cookies are among the other creative festive activities we enjoyed.
The CGK students concluded the year with a big bang celebrating the "Winter Party". For Jungle class students, this year has been one of growth; developing into independent, caring, and communicative individuals who are socially and culturally aware and open-minded.
As we look forward to a new year, CGK and the Jungle class team remain committed to providing a safe and supportive environment for all our students with our aim to offer as many opportunities as possible to ignite students' thinking and curiosity to make learning a joyful and personal choice for them still a priority.
We hope you all have a wonderful time with your family over the holidays and wish you a very happy new year!
Ms. Adi
We, Animals, and Plants Are All Living Beings
In Unit 3, "How The World Works," after classifying living and non-living things, we categorized living beings into mammals (humans/other animals), birds, fish, insects, and plants, learning about their respective ecologies and habitats.
We began by focusing on humans. By exploring questions like "How are humans born?" "How do they grow?" and "What is needed for growth?" and connecting them to previous unit learnings, we deepened our understanding. Subsequently, learning about other animals and plants allowed us to discover many differences.
Emphasizing experiential learning, we incorporated videos and photos to provide as realistic experiences as possible within our limited environment, facilitating opinion exchanges. When observing various animals and plants giving birth to understand the key concept of "change," children watched attentively, expressing honest reactions like "The baby is cute!" or "It's a bit gross..." These experiences left a strong impression, enabling many friends to grasp the concepts firmly.
Regarding plants, initially, some children found it challenging to understand that "plants are also alive." However, through harvesting experiences and observing daily changes in trees and plants, their interest grew. They learned various plant names and deepened their understanding of plant life cycles. Learning that leaves fall in winter, they speculated, "Since there are fewer leaves, is it winter now?" They also enjoyed playing with fallen leaves in the park and used them in crafts, not only deepening their learning but also having a lot of fun.
While we reflect on lessons in daily conversations, we recently conducted a craft activity to review this unit, expressing "growth processes of living beings" and "habitats." Coloring pictures of habitats and animals/plants with crayons, cutting them with scissors, and assembling them while considering each habitat was a lengthy process. However, the children proceeded thoughtfully, showcasing significant growth through their expressions in crafts and conversations.
We aim to continue encouraging children to take an interest in their surroundings, explore joyfully, and deepen their learning.
Ocean A
(2-year-olds)
Ocean A: Buzzing with Excitement for the SLC
This month, Ocean A friends have been hard at work preparing for their SLC. Ocean A class was eager to showcase all they have learned and created so far this school year, and everyone did so by presenting a variety of artworks and materials that highlighted their growth and development in the two units being explored (Who We Are and How We Express Ourselves). One of the highlights for Ocean A friends, was the opportunity to help their teachers organize and put together the displays for SLC. This hands-on involvement not only allowed them to reflect on their learning but also gave them a sense of pride in showing their families the projects they have worked so hard on.
Ocean A's SLC was a memorable event for all, and we are deeply grateful to everyone who attended. It was truly a wonderful experience to see the Ocean A families come together, learning and enjoying the day with their children. The sense of community was strong, and the positive energy was felt by all who participated.
Following the event, the Ocean A friends were excited to share their experiences with their teachers. They were happy to talk and share about what they had learned and to express how they felt during the SLC. This was a valuable reflection opportunity for them, as they were able to communicate their learning in a meaningful way. We want to thank everyone who joined us for this special occasion. It was a joy to see how Ocean A families engaged with their children's learning, and we look forward to continuing this journey together. Here's to more learning, growth, and shared experiences in the months ahead!
Ocean A Celebrate with Joy and Creativity!
Ocean A friends are filled with excitement and joy as we come together to celebrate Christmas, through our circle times and hands-on activities. We’ve been learning all about Christmas—what it means, the special traditions, and the wonderful songs we can sing together to spread holiday cheer. One of the highlights of our Christmas celebrations was discussing the Christmas tree and all the beautiful decorations that make it so magical. We talked about how we decorate trees with sparkling ornaments, shiny lights, and beautiful baubles to make them look festive and bright. Ocean A friends were eager to decorate their own Christmas tree at home with our very own creations!
Ocean A worked together to make personalized sensory ornaments. It was exciting to place a picture of ourselves inside the ornament and add a variety of colorful materials. There were pompoms, sequins, and straws—all contributing to the sparkle and fun! To make the ornaments extra special, we also had the chance to paint our handprints on the outside of the ornaments. Everyone chose their favorite paint color, and stamped our handprints on the ornaments, leaving a little piece of ourselves behind. When the ornaments were finished, the children were overjoyed to hang their creations on the Christmas tree. Ocean A friends not only learned about the holiday but also created meaningful memories through shared activities. We’re all excited to continue celebrating and spreading the joy of the season!
Learning Self-Expression Through Christmas Art
This month, in Ocean A Class, we enjoyed various Christmas art activities based on the UOI (Unit of Inquiry) theme "How We Express Ourselves" under "Creative Me." As the season transitioned from autumn to winter, children showed interest in changes in trees, skies, and clouds, experiencing the seasonal shift through changes in temperature.
While learning about Christmas, children gazed at the decorated Christmas tree in the classroom with sparkling eyes. During activities, they freely expressed themselves by choosing their favorite colors, shapes, and numbers. In Christmas-themed station play, rather than just playing freely, we added ideas like "Let's create something that feels like Christmas or winter using pattern blocks and magnetic boards!" or "Let's complete the tree with our favorite colors!" This encouraged children to think about their own images and enjoy bringing them to life.
Through these activities, children sensed how symbolic Christmas items (trees, snow, presents, etc.) are related. By coloring the same tree pictures, they naturally understood "what different perspectives they and their friends have." These experiences demonstrate that children are deeply learning the UOI's Key Concepts: "Connection," "Causation," and "Perspective" through play and activities.
Recently, Ocean A Class children often observe how their classmates create, work together, and ask questions. These behaviors indicate the development of "Thinking skills" and "Communication skills." They seem to find joy in creating their own works and sharing them with teachers and friends.
We look forward to deepening new learnings while valuing the process of learning together.
Discovering and Enjoying Changes from Autumn to Winter
As December arrives and the cold intensifies, Ocean A children are still enjoying play while feeling the remnants of autumn.
During walks, they noticed the changing colors of leaves on trees, exclaiming, "Those leaves are yellow!" or "There's orange too!" They picked up fallen leaves, comparing colors, shapes, and sizes, and collected them in bags. Some children happily took the collected leaves home, saying, "I'll take these as souvenirs!"
When we visited the railway path, children climbed large cherry trees, enjoying the view from above and feeling the wind. By challenging themselves to climb trees, they deepened their connection with nature and enjoyed physical play.
As children began to sense the arrival of winter, they scrunched their faces saying, "It's cold!" when the chilly wind blew, and happily remarked, "The sun is warm!" when basking in the sunlight. By feeling both cold and warmth, they could experience seasonal changes firsthand and share those feelings with friends. They will likely continue to enjoy daily play while sensing the transitions of the seasons.
Ocean B
(2-year-olds)
All About This Season
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December was a month full of excitement and new experiences and our Ocean B friends embraced it with full of expectations and enthusiasm. In line with our current unit, How We Express Ourselves, we engaged into a variety of creative activities such as crafting, painting, decorating, and coloring. Our journey began with the beloved story of "The Gingerbread Man", sparking curiosity as everyone eagerly participated in baking gingerbread cookies, deepening their understanding of the story and its characters. Alongside this, they explored various hands-on activities like decorating the Advent tree, making personalized ornaments, crafting wreaths, creating snow effects, and designing shiny bracelets. These activities offered endless opportunities for Ocean B to express their creativity, emotions, and individual preferences while learning from each other and their teachers.
One of the highlights of the month was the Student-Led Conference (SLC), where the students proudly showcased their work, achievements, and growth. Together with their teachers, they came up with ideas to set up the classroom and decide what to present to their families. On the day of the conference, the students confidently shared their accomplishments and reflected on their learning journey. They not only demonstrated what they had learned but also discussed what they could continue to work on in the future, impressively answering questions from their families. This event truly highlighted their growth and development as learners.
As the month draws to a close, it’s clear that our Ocean B friends have made tremendous progress in both their learning journey and personal growth. They’ve learned to express themselves with confidence, collaborate with their friends and teachers, and take pride in their achievements. The joy and excitement they bring to each activity reflect the thriving community they are becoming, and it is exciting to see how their continued journey of learning and self-expression will unfold in the months ahead.
We Reflect and Grow
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Our Ocean B friends are making amazing progress in becoming reflective learners! Every day, they take the time to think about their experiences, what they’ve learned, and how they feel about their activities. Reflecting on their actions and feelings helps them understand not only their strengths but also the areas where they can grow.
Throughout the day, we see our Ocean B friends engaging in thoughtful reflection. After building a tower with blocks or creating something with playdough, we often take a pause and ask questions like, "What did you make?", "How do you feel while making it?", and "What would you like to do next time?" These moments of self-reflection are becoming part of their natural learning process. They are starting to understand that if something goes wrong, it is just an opportunity to try again and learn something new.
As they continue to develop their reflective skills, we are excited to see how they begin to make deeper connections between their thoughts, actions, and learning. This process is helping them become more independent, confident, and resilient learners. We are so proud of our Ocean B friends for embracing reflection and growing into thoughtful, self-aware individuals who are ready to tackle new challenges with curiosity and a desire to improve.
Making Gingerbread Cookies
This month, in Ocean B Class, we learned about seasonal changes and culture while enjoying Christmas-related songs, dances, and stories. The story that particularly intrigued the children was "The Gingerbread Man." This story sparked curiosity and a spirit of inquiry among the children, leading them to wonder, "What is gingerbread?" and "What does it taste like?"
Therefore, we decided to try making gingerbread cookies! Beforehand, we researched ingredients and methods using videos and illustrations, and incorporated pretend play of cookie-making using flour dough. Through play, we learned the sequence of "mixing → rolling → cutting → baking" in an enjoyable manner.
Through these activities, children's interest and knowledge about cookie-making increased, and we finally began making real gingerbread cookies! First, we went shopping for ingredients with the children. During this second shopping trip, they utilized their previous experience to move efficiently, acted responsibly while being mindful of public manners.
Having gained confidence through pretend cookie-making, the children actively participated in all steps of the actual cookie-making process, responding energetically to teachers' questions and showing enthusiasm. When they saw the finished cookies, their faces were filled with anticipation and pride. While tasting the cookies they made, they shared their impressions about "the texture when bitten" and "the aroma and taste of cinnamon and ginger."
Interestingly, children who had frowned at the unique smell of spices before baking were overjoyed, saying, "It doesn't smell bad," and "It's delicious," after tasting the baked cookies. Through cookie-making, by experiencing changes in dough texture and spice aroma, children had the valuable experience of realizing that "perceptions and feelings can change through processes."
Even after finishing cookie-making, the children, having gained knowledge, experience, and confidence, revisited flour dough play, reflecting on cookie-making and continuing to explore further "cooking play" by unleashing their imagination and creativity!
What Does It Mean to Be Principled?
Have you ever heard of the IB Learner Profile attribute called “Principled”? Being principled means valuing integrity and honesty, and acting with fairness and a strong sense of justice.
You might think that understanding what it means to be principled is too difficult for young children—but that’s not the case. The children in Ocean B, who are still developing and growing, are gradually learning what it means to be principled through their everyday experiences.
For example, when children take turns while playing, put away toys properly after use, or lend a helping hand to a friend in need, they are already taking their first steps toward becoming principled individuals. During our walks, when children see trash on the side of the road or near a river, some say things like, “We shouldn’t throw garbage here,” or “It’s dirty,” and even go as far as picking up the trash and putting it in the bin. These actions show that they are naturally learning to take responsibility for the environment and make good choices.
Even when children have different ideas while playing together, we often hear them saying things like, “Let’s do this together,” or “Can I put this toy here?” This shows their willingness to communicate their thoughts and listen to others, which is an important part of becoming principled and accepting different perspectives.
Sometimes, children may do something that upsets a friend. But it’s in these moments that their principles truly shine. More and more, we see children explaining honestly to their teachers what happened, or sitting down to talk things through with their friends. Some children are able to say “I’m sorry” sincerely, while others can accept those apologies and respond with, “It’s okay.” These actions reflect emotional growth that comes from being principled.
Of course, learning is an ongoing journey, and not every day goes perfectly. But through these everyday experiences, children are gradually developing honesty, responsibility, and a sense of fairness.
As teachers, we pay close attention to each child’s small daily actions. Instead of just giving instructions, we aim to model behaviors and ask questions like, “What do you think we should do?” so children can think for themselves. Moving forward, we will continue to warmly support the children as they try, make mistakes, and grow, helping them to develop their own strong sense of principles.
Elementary School
Being Balanced
An important aspect of the Learner Profile we often don’t pay enough attention to is being Balanced. It’s so easy for us, as teachers or parents, to focus on academics, on skills, on making sure that our children learn as much as possible at all times. This can mean focusing on extra reading and math skills. This can mean extra lessons at juku. This can mean filling as much time on the weekend as possible with structured activities. And while it’s important to encourage our children to learn and pursue their interests such as sports and music, there’s another aspect of being balanced that we sometimes overlook.
Adults need 7-9 hours of sleep on average. Sometimes we forget that that is NOT the same for children. Preschool children from the ages of 3-5 years old need 10-13 hours of sleep including naps. School aged children from the ages of 6-12 years old need 9-12 hours of sleep.
Why do children need so much more sleep than adults? All humans need quality sleep time in order to regulate hormones, support our brain health, and maintain physical health (heart and lung functioning) and immune function. In children growth hormones are released more during sleep as well and their brains process new information more efficiently. According to the American Academy of Pediatrics, “In addition to having a direct effect on happiness, research shows that sleep impacts alertness and attention, cognitive performance, mood, resiliency, vocabulary acquisition, and learning and memory.”
If your child is 4 years old, doesn’t nap, and needs to wake up at 6:30 am, that means they need to be in bed NO LATER than 8:30 pm. The reality is that for many children they need more than the minimum amount of sleep, so they may need to be in bed as early as 6:30.
If your child is 9 years old and needs to wake up by 6:30 am, that means they need to be in bed NO LATER than 9:30, but some need to be in bed by 7:30 if they’re actually going to get the amount of sleep their body wants.
This is very difficult for some families, and we recognize that. If your child doesn’t even get home from their afterschool activities until 7 or 8 , they still need to eat and take a bath. That makes it difficult to get them into bed before 9 or 10. This is one reason why we try to strictly limit the amount of homework they get in elementary school. From an educational standpoint it’s better for them to be well rested and able to focus during the school day than do homework to reinforce their learning if it means they will be tired during the day when the teachers are their to support and teach them.
If the research shows that adequate sleep supports their growth and learning, what can we do to ensure our children get more sleep?
Try to limit after school activities. This doesn’t mean none. It means keep in mind that balance. If your child has a late night on Tuesday, try to make sure Wednesday they can get to bed earlier.
Prioritize sleep over cram school. It might seem counterintuitive, but putting them in extra math lessons at the end of the day might actually be making it harder for them to absorb the academic content we are trying to teach them at school.
Turn off the screens. Research regularly and consistently shows that screen time before bed makes it harder for your child to get into deep and restorative sleep. Don’t let them have their phones and tablets in their bed. Instead have them read or spend quality time with family.
Offer some form of comfort. It’s no secret that infants and toddlers fall asleep better with human touch. Our older children also fall asleep better when they feel safe and loved. It can be very easy to let the chores and daily tasks make us go-go-go right up until bedtime. Spending a few minutes at the end of the day to connect with your child, talk about your days, and make sure they feel safe and loved not only helps them sleep, it can help parents to take a breath and enjoy the marvelous humans we are raising.
This is also a gentle reminder that many of the adults reading this don’t sleep enough either. While we’re trying to ensure our children get enough sleep, let’s try to also remember the balance in our lives and get enough sleep ourselves (7-9 hours!). Sweet dreams!
Afterschool
Christmas Week!
Hello everyone,
Following the completion of project presentations, this week has provided an excellent opportunity for students to relax and embrace the festive spirit of Christmas. During this time, students have the option to engage in mini projects, either by creating something new each day or by focusing on a week-long endeavor. They are welcome to utilize any available afterschool materials to bring their Christmas projects to life. These creations may either be displayed in the afterschool room or taken home as gifts for their parents.
In Grade 2, there has been a noticeable interest in sewing. Currently, students are in the process of crafting their own Christmas stockings and fillers. Sewing offers a more tranquil activity that enhances their hand-eye coordination while also teaching them responsibility when handling objects such as needles. Moreover, this activity has provided a wonderful opportunity for students to enjoy some downtime, conversing as a group around a single table. Whether discussing the upcoming winter vacation, gifts, or school, Grade 2 students have thoroughly enjoyed engaging in conversation while working together on a shared activity. I look forward to seeing the final results of their efforts.
Finally, I would like to extend my congratulations to all afterschool students for a successful presentation week. It was truly a pleasure to witness the students sharing their work with their parents.
During the presentations, students demonstrated their ability to effectively summarize the work they had completed over the course of three months. They identified the most significant aspects of their projects, developed scripts, and maintained composure while presenting to an audience. These skills contribute to their development as more confident public speakers and support their growth as well-rounded individuals. The competencies practiced during these presentations will offer long-term benefits, whether in academic settings, the workplace, or social interactions.
Great job everyone!
Sincerely,
CGK Extra
Website Updates
[PS/ES] Assessment & Inquiry - Professional Development
[PS/ES] Special Activities and Fundraising in Honor of Eye Care Day
Upcoming CGK Study Abroad Information Session
CGK Study Abroad Information Session
February 1 (Sat.) 11:15am-12:45pm
- About study abroad in Australia / New Zealand / Canada (preschool, elementary school, middle school, etc.)
Details/Registration: Information will be sent via Toddle at a later date.
Currently recruiting participants for study abroad programs
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- Throughout the year (on weekends or during long breaks, either for day trips or overnight stays)
- You can experience a homestay with a foreign family residing in Japan.
- Deadline: Approximately one month prior to your desired dates
- For details/application, please contact Mayu at the Office.
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Accepting short-term international students from overseas - Wanted host families
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CGK has a positive stance on accepting international students from abroad with a view to encouraging multicultural cooperation. Students from different cultures and backgrounds can interact with and help each other at CGK, bringing rich diversity to the classroom. This environment of diversity provides each student with a valuable opportunity to learn different viewpoints and increase mutual understanding.
At CGK, we believe that diversity improves educational development. By learning and working together, students from different backgrounds will grow into leaders with global perspective. In addition, experiencing diverse opinions and values will help them develop tolerance and empathy.
In order to create an environment conducive to hosting short-term students, we are looking for host families; if you are a CGK family interested in registering as a host family, please contact Mayu at the Office (Toddle is OK).
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