CGK Times
Maximizing your opportunities for happiness
in an increasingly global world
May 2025
Contents
Preschool
Listening for the Weather
Thank you for everyone's patience as we had to manage this year's Park Day and the consecutive postponements. On the eve of Japan's rainy season and summer plus the climate crisis means the weather is harder to predict than usual.
This is a timely reminder to everyone about how CGK responds in situations of extreme weather. We follow the alerts put out by the Japan Meteorological Agency. These alerts may affect the operation of our school buses to whether we can safely open our school. These are extreme and fortunately rare situations but it is good to be aware on what to do in those times. For further information please refer to the PS handbook.
Like the Park Day postponements, we make our announcements via Toddle, Line, and Renraku app. Please ensure to check our announcements as it contains information that we need to bring to your attention.
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 A (3 year-olds)
M. - for being a great communicator and making a real effort to use English with her teachers and friends.
T. for being principled and caring and always helping his friends and teachers.
Jungle B (3 year-olds)
E. - for using a lot of English during playtime, English time, and all parts of the day.
K. for communicating his feelings with the teachers and taking care of himself and his belongings.
Y. for caring about her classmates and always trying her best to do the right thing.
Mountain (4 year-olds)
R. - for being a communicator by trying to use English, including full sentences, at all times. She has also been a great leader for Mountain class.
Y. for being balanced and working on handling disappointment with a great, “Maybe next time!” attitude.
Sky A (5 year-olds)
G. - for being caring by always thinking about everyone’s feelings and trying hard to be a good friend.
R. for being a communicator by consistently raising her hand to share her ideas in English and Japanese whilst always listening to teachers and friends.
Sky B (5 year-olds)
L. - for bravely facing her fear of swimming even though she still feels scared.
R. for always helping to clean up, even when it is not his mess, and for taking care of friends in incredibly thoughtful ways.
Sky A&B (5-year-olds)
Sky Exploring Cultural Forms of Expression with Sky A
Using the Inquiry Cycle to Learn About the World
This month the Sky A class continued exploring our UOI about How We Express Ourselves. The Sky students are just learning how to convey their many thoughts, feelings, and opinions, which can be complex and difficult. To help the Sky students become more confident communicators and to enhance their expression toolkit, the Central Idea for this UOI is ‘People express themselves through many different mediums.’
Our Inquiry Cycle began with discussions and activities that Tuned In to what the students already knew about expression, perspective, and mediums. Over a series of lessons we learned about painting, dancing, acting and many other forms of expression. To emphasize a global approach to learning, we also looked at how cultural perspectives cause differences in these artistic mediums such as examining the differences between Capoeira dancing from Brazil and Bon Odori dancing from Japan. As the class Found Out more about these forms of expression, they began to inquire more and more into the topic.
The Sky class learned about so many different forms of expression from so many different places! To Sort Through our thoughts and knowledge, we created a class cultural map. On a really big map, the Sky students placed flags on all of the countries we had discussed so far. They then added pictures of all of the forms of expression we learned about to the associated country. This activity provided an excellent opportunity to gauge the students’ interests and for the students to find what questions they wanted answers for.
The inquiry-based approach that we have taken has allowed the Sky A students to foster a deeper understanding of international forms of expression and artistic mediums. As we continue through this unit, the Sky A students will use their own curiosity to enhance our future lessons.
Echoes of Expression: Uncovering Patterns and Culture Through Art, Sound, and Movement with Sky B
Now in the second month of our UOI, How We Express Ourselves, Sky B has been extending and refining their understanding of how people communicate through different mediums. This month, our lens focused on patterns—not only in art and music, but in cultural traditions and emotional expression.
Returning to previous concepts with fresh eyes, students started to ask more layered questions: What makes a pattern meaningful? Can movement be a pattern? Can sounds tell a story? These inquiries led us into deeper explorations of expression as something both personal and shared—where even silence or repetition can carry powerful messages. Our discussions were enriched by cultural examples, like the symmetry of Kente cloth and the emotion in dances that speak without words.
This stage of our inquiry encouraged reflection and curiosity, setting the stage for creative experimentation.
Patterns in Practice: Transforming Exploration into Expression
With curiosity sparked, Sky B moved from questioning to creating. Inspired by the patterns they had studied, students designed their own visual motifs. They then cut and layered them into collage-style artworks and explored how these patterns could represent a feeling, place, or idea.
We also brought rhythm into the room—using everyday materials to create music, discovering how repetition and contrast can turn simple sounds into expressive compositions. Through these playful, hands-on experiences, students began making connections between visual rhythm, musical rhythm, and movement—seeing how all forms of expression can work together to tell a story.
These creative investigations have not only expanded their expressive “toolkits” but also deepened their understanding of how humans everywhere use pattern to connect, communicate, and create.
A Sweet Potato Field Story That Begins with Weeds
The other day, Sky A and Sky B classes worked together to plant sweet potato seedlings.
The children first stepped into the field before it had been tilled and were immediately fascinated by all the wild grass and naturally growing flowers. “What kind of flower is this?” “This grass feels fluffy!” they exclaimed with curiosity. They also learned that some weeds can hinder vegetable growth, so they teamed up to begin their work by pulling out the weeds.
During the activity, they encountered insects they don’t usually see during regular park play. When they found a ladybug, excitement filled the air: “There it is!” “So cute!” It was impressive to see the children so engaged in exploring nature in its raw and natural state.
Once the weeding was done, the soil became clearly visible. A farmer then helped by tilling the soil with a machine, making it soft and fluffy. Although the children found it a little hard to walk on, they approached the seedling planting with eager and excited expressions.
Finally, it was time to plant the sweet potato seedlings along the ridges covered with plastic sheeting. With guidance from Farmer Fujimata, who shared tips on how to plant the seedlings properly, the children gently picked up the prepared seedlings and carefully planted them into the soil. Their focus and gentle hands showed just how capable and responsible they were.
We are all very excited to see how the sweet potatoes will grow in the coming months. When harvest season arrives, we look forward to celebrating together with the children and asking, “How big did they grow?”
Mountain
(4-year-olds)
Making new friends!
This month, Mountain Class has made incredible progress in adapting to their new campus and embracing growing responsibilities. The children have become increasingly comfortable, enjoying both their learning experiences and playtimes, while building strong and meaningful friendships across the classroom.
Continuing with our focus on social-emotional learning through our Who We Are UOI, in recent weeks we’ve placed special emphasis on interacting with others. A highlight of which being our growing connection with Sky Class through shared play experiences. These moments have encouraged communication and kindness across age groups and set the foundation for a wonderful new collaboration — with 4th Grade!
Together, our Mountain friends and the older primary students created beautiful friendship flowers from recycled plastic bottles. These will soon brighten up our classrooms as a symbol of teamwork, creativity, and friendship. Through this project, students explored what it means to cooperate, offer help, and ask for support both with their peers and older role models.
While each child develops at their own pace, I’ve been truly impressed by how thoughtfully Mountain Class has engaged with concepts like sharing, caring, and setting boundaries. It’s through these everyday interactions that we continue to grow as individuals and as members of a connected, compassionate classroom community.
What Do We Feel, and When Do We Feel It?
In the current UOI "Who We Are," the Japanese lessons in Mountain Class have been focused on learning about our emotions.
After learning various feelings—such as happiness, love, sadness, fear, frustration, anxiety, and tiredness—we had discussions about what kinds of situations make us feel these emotions.
The children shared many thoughtful responses in their groups:
“When Mama says she loves me, I feel happy.”
“When someone I don’t know waves at me, I feel unsure.”
“When I learn a lot of moves in dance class, I get tired.”
“I felt scared during the earthquake.”
“I get nervous when I have to get a shot.”
Through these conversations, the Mountain students are beginning to realize that people experience different emotions for different reasons. It’s been a valuable opportunity for them to understand that everyone feels differently, and that’s okay.
We hope to continue creating time for the children to recognize and care for their own feelings as well as those of their friends, deepening their emotional awareness day by day.
Jungle A
(3-year-olds)
We Are Connected to Each Other
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Our Jungle A friends have been busy doing something truly meaningful - forming new friendships and building trusting relationships with their teachers. As they settle into their new environment, they are beginning to show a deeper understanding of what it means to be part of a community. Each morning starts with joyful free play, where familiar faces are greeted with excitement and friendships continue to grow through shared toys, laughter, and conversations.
Throughout the day, these connections deepen. During outdoor time, they take turns choosing which park to visit - an empowering experience that gives them a voice in their learning. Whether they are running in wide open spaces, collecting treasures from nature, or engaging in imaginative games, these adventures are full of opportunities for collaboration and meaningful interaction. Back in the classroom, mealtimes and afternoon activities offer more chances to cooperate, take turns, and care for one another, all while having fun.
As they play, explore, and learn side by side, our Jungle A friends are building more than just skills; they’re forming lasting relationships outside of their families. They are learning what it means to belong, to support each other, and to grow together in a shared space. Each moment of connection helps lay a strong foundation for both emotional and social development as they move forward in their learning journey.
What Is “Family”?
During CGK’s Family Week, the children explored the question, “What is family?” through a variety of engaging activities.
Using familiar illustrations from Peppa Pig and Bluey, as well as real family photos of their teachers, we asked the children, “Are these people friends or family?” With big smiles, they enthusiastically answered, “Family!” As they thought about their own families, they deepened their understanding of the concept of "family" through drawing and coloring activities centered on this theme.
As we looked ahead to the much-anticipated Park Day, the children also began making special gifts filled with gratitude for their beloved family members. While watching a slideshow about “family,” we asked, “What do you think your family is doing right now?” The children quietly reflected and replied, “Working!” or “Cooking!” — sharing snapshots of their family’s daily life with thoughtful expressions.
Through this process, they also learned the importance of expressing appreciation with words, and they worked diligently to complete their gifts with heartfelt effort.
By thinking about family, the children came to recognize that they themselves are important members of their own families. From here, we look forward to expanding this inquiry into broader themes of relationships, helping them build a deeper understanding of the many kinds of connections that shape their world.
Jungle B
(3-year-olds)
Welcome to Jungle B!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Outdoor Time Gallery - Making time to get in some sunshine!
Indoor Play! The children are always playing, laughing and learning from each other!
Indoor Play! The children are always playing, laughing and learning from each other!
Indoor Play! The children are always playing, laughing and learning from each other!
Indoor Play! The children are always playing, laughing and learning from each other!
Indoor Play! The children are always playing, laughing and learning from each other!
Indoor Play! The children are always playing, laughing and learning from each other!
Indoor Play! The children are always playing, laughing and learning from each other!
We started PE lessons this month! Healthy minds exist in healthy bodies!
We started PE lessons this month! Healthy minds exist in healthy bodies!
We started PE lessons this month! Healthy minds exist in healthy bodies!
We started PE lessons this month! Healthy minds exist in healthy bodies!
We started PE lessons this month! Healthy minds exist in healthy bodies!
We started PE lessons this month! Healthy minds exist in healthy bodies!
We started PE lessons this month! Healthy minds exist in healthy bodies!
We started PE lessons this month! Healthy minds exist in healthy bodies!
It feels like just yesterday we started the school year, but it has already been two months since Jungle B class started! Most of the children are already adjusted to the new routines and arrive at school bright eyed and bushy tailed!
It can be very stressful and taxing preparing the children for school every day, making sure they are well rested and fed, responding to all of the teachers messages, and bringing spare clothing to school so often. For all your hard work and support we owe you a huge thank you! Your support at home helps us to take care and work with the children when they are at school. It also ensures that the children are motivated and refreshed each day, in order to take on brand new challenges at school!
Good job, families, Woo-woo-woo!
My Beloved Family ♡
After the Golden Week holiday, the children in Jungle class smoothly transitioned back into school life, showing that they have really settled into their CGK routines. They are gradually learning to express themselves and building more interactions with their friends. Still, it’s clear that what they love most is their family—and we sometimes see moments when they truly miss their loved ones.
In May, we celebrated Family Week with the theme “What is family?” At first, some children seemed unsure how to respond to the question. But when we showed them photos of their own families, their eyes lit up with joy as they excitedly pointed out, “That’s my papa! That’s my mama!” and proudly introduced their loved ones with big smiles.
During the Show & Tell activity, which was inspired by the children’s requests, some were a little shy at first—but in the end, every child confidently shared with a smile, making it a truly heartwarming experience for all of us. They didn’t just focus on their own families either—they started to notice and take interest in their friends’ families too:
“I have a brother too!”
“You have a baby in your family? Me too!”
These shared connections helped deepen their friendships and led to many moments of realization and discovery.
During clay modeling and drawing activities that followed, the children joyfully created their families, proudly saying things like “This is Papa,” and “Here’s Mama,” as they worked. We could clearly see their development and how strongly they felt connected to their families.
In dramatic play—whether it was pretend cooking, laundry with clothespins, or playing with dolls—many of their words echoed what they’ve heard at home:
“I’ll do that for you!”
“Do you need one too?”
It was heartwarming to see them naturally expressing the kindness and care they receive from their parents in their own playful ways.
Through our lessons on family, we once again saw how enthusiastically children engage when it’s about something they truly love. Moving forward, we’ll continue to nurture this curiosity and create an environment where children can enjoy learning and growing with joy and confidence.
Ocean
(2-year-olds)
Exploring Expression: A Colorful Journey in Ocean Class.
As the buzz of the new school year has subsided and the students have begun settling into their daily routines, we have shifted our focus to topics that spark joy, creativity, and wonder in Ocean.
With our current UOI being How We Express Ourselves, we have been encouraging students to explore and interact with colors in meaningful and playful ways. Through a variety of activities such as coloring, painting, and scarf dancing, the children have started to develop their own preferences. They happily share which colors they love, and which ones they’d rather not use. It has been delightful to witness their personalities shine throughout each day.
One such afternoon was a butterfly-filled English lesson. Using an array of colorful scarves, the children fluttered around the room pretending to be butterflies dancing through the air. Afterward, they created their own butterfly wings using coffee filters, dot markers, and water. Watching the colors blend and spread on the filters brought joy and excitement to all, and the finished wings were a beautiful representation of our ongoing exploration of self-expression through color.
During our daily walks outside, the students began to notice how the colors they learnt in the classroom are reflected in the world around them. From the vibrant flowers on the ground to the speeding cars across the street, we discovered that our favorite colors are everywhere! Ocean class were especially observant of the changing colors of traffic lights. This observation has organically led us into a new subject: vehicles and road safety. Their curiosity and connection-making truly set the stage for meaningful learning.
As we look ahead, we are excited to continue nurturing curiosity, creativity, and confidence in our young learners. Their ability to observe, question, and express themselves is growing each day and I feel lucky to be part of that journey.
CGK Might Be... Fun!?
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After the long Golden Week holiday, we were all excited to see how the children would return to school. Some came in with big smiles, while others showed tears at having to say goodbye to their families. Each child expressed their feelings in their own way, but it didn’t take long for them to remember the routines they had already learned throughout April.
The children in Ocean Class are steadily growing—bit by bit, but certainly. They are engaging more with their classmates, noticing when someone is absent and asking about them, and paying more attention to their surroundings during outdoor walks. We’re so happy to be able to share these moments of growth with all of you.
During lessons, they eagerly point out the colors they’ve learned when we’re out walking, and they’re starting to say out loud the new words they’ve heard. Every day is a flurry of input and output! We’re constantly impressed by what they know and by how they try to express what they’ve learned in their own way.
Of course, there are still moments when they ask, “Where’s Mommy?” or “Is it pickup time yet?” But when we see their proud expressions after running around and playing outside, or when they smile and say things like “We have the same lunch!” while chatting with friends during mealtime, we truly feel that they’re starting to enjoy their time at CGK.
We also see their excitement when they want to share what they did that day with their families. Compared to April, we can really tell that their feelings about school have started to shift—from anxiety to excitement and enjoyment.
As we move forward, we hope that, through many more fun experiences, the children will go from thinking, “Maybe CGK is fun?” to confidently saying, “CGK is fun! I love playing with my friends!” We’ll continue to cherish each and every day to help make that happen.
Elementary School / Middle School
Appropriate Use of Screen Time and Its Effects on our Children
Yesterday on the train I saw a dad with his preschool aged son, who I believe is 3 or 4 years old. I have seen them before. They get on the subway and get off one station later. That’s not surprising. What is surprising is that for that 2 minute ride the dad gives his son his phone so that he can watch videos. Every time.
Studies have shown that some screen time for children can be beneficial. In particular, watching some non-fiction content for a limited period of time (about 30 minutes or less a few times a week) has actually been shown to improve academic gains later. And there are plenty of studies that show that video games can improve hand eye coordination and logical reasoning, depending on the game and the age of the player.
But many more studies have shown the harmful effects of too much screen time. Some of the harmful effects of too much screen time according to the American Academy of Child & Adolescent Psychiatry include:
- Sleep problems
- Lower grades
- Weight problems
- Mood problems
- Poor self-image and body image issues
- Anxiety and depression
- Exposure to
- Violence and risk-taking behaviors
- Sexual content
- Negative stereotypes
- Cyberbullies and predators
- Misleading information
「And too much is relative. Recommendations vary based on the source, but in general, under the age of 2, most studies and doctors recommend no or extremely limited screen time. From 2-12 years old it’s recommended that children get no more than one-hour a day during the week, and a max of 3 hours on weekend days, and in the company of a guardian or sibling who can help ensure appropriate content and for safety. For teens, the recommendation is actually no more than 2 hours a day, except for homework. And there should be no screen time within an hour before bedtime. Research has also shown the younger a child is when they get a smartphone, the worse their mental health will be.
[Blog] Appropriate Use of Screen Time and Its Effects on our Children
Afterschool
Designing A School For The Future - Upper Grades
Hello Everyone,
On Friday our driving question is ‘How can we design a school for the future?’ and students are currently hard at work creating a variety of different visions that appeal to them. Some of the designs are very practical, while others have gone down a more fantastical route, but all of them are very unique and each group has been passionately explaining the features of their school.
At the beginning of the project we discussed their initial thoughts regarding what areas they would need to think about when creating a school and the list they came up with was very comprehensive. The list included a policy on bullying, floor plans, restrooms, 3D models, field trips, study abroad, uniform, future proofing, special features, cleaning and chores, homework policy, teacher hiring, pay, lunch menu, location, rules, rewards/punishment, mascots, logos, motos, ground design, lighting and decorations, schedule, subjects, open days, event days, and how to promote the school. The list has gotten even longer as the project has progressed!
We are still early in the project but each group is well on their way to creating their vision of a perfect school. With schools ranging from history themed to entirely virtual, I am really looking forward to how they develop their ideas further, and how they share their vision at the final presentation.
Sincerely,
CGK Extra
Website Updates
Appropriate Use of Screen Time and Its Effects on our Children
Currently recruiting participants for study abroad programs
【Until 6/27】[G4+ Only]Canadian Boarding School:
Ridley College Summer Program
At CGK, we are currently introducing a summer solo study abroad program designed for students to make use of their English skills and engage with local students at an international level.
We are pleased to present the summer boarding program at Ridley College, one of Canada's top private schools.
◎Program:
Day Camp Boarding Program (overnight residential program)
◎ Program Highlights:
- Join Canadian students of the same age
- Weekly themes such as sports, arts, science, and leadership
- Hands-on, experience-based activities that build English skills and more
- English proficiency assessment required (written test + interview)
*This requirement makes the program unique among summer programs and results in fewer Japanese participants.
Highly recommended for students like those at CGK with advanced language skills.
◎Eligibility & Fees:
- Age requirement: 10 years and above (no ESL support provided)
- Program dates: June 29 – August 23, 2025
- Minimum duration: 2 weeks
- Fee: CAD 3,995 for 2 weeks (approx. ¥410,000, including boarding)
*Please note that the fees listed on the official website apply to day camp (non-residential) participants and differ from the above.
◎How to Apply:
- Application deadline: Friday, June 27
- Please note that space is limited. Even before the deadline, registration may close once capacity is reached.
We encourage early consideration and application.
- 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.
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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