CGK Times
A global learning community for discovering
and pursuing your happiness
July 2025
Contents
Preschool
Curious Minds, Sunny Days
Parent Observations, Discussions and Social
Thank you to all the families who took time out of their busy schedules to visit the classroom or join us online, for engaging thoughtfully in our class discussions and relaxing and getting to know each other at the class social. These shared experiences are a valuable part of our learning community and reflect the IB’s emphasis on partnership between home and school.
By observing and reflecting together, we deepen our collective understanding of how children learn and grow. These conversations help us align our efforts in supporting each child’s development as an inquirer, communicator, and caring global citizen. We look forward to continuing this collaboration as we nurture internationally minded learners together.
Summer Fun!!!
As the summer season fills our days with warmth and light, the children have been embracing opportunities to explore and inquire in joyful, meaningful ways. Whether it’s exploring the many ways we can play with water, playing in the sand, or noticing the sounds of cicadas in the trees, summer offers a vibrant backdrop for learning.
Through water play, outdoor exploration, and sensory activities, children are naturally engaging with concepts such as change, cause and effect, and how the world works. These moments support not only cognitive development but also social skills like cooperation, turn-taking, and communication.
Aligned with the IB learner profile, our students are showing what it means to be inquirers and risk-takers, trying new activities, asking questions, and expressing their wonder at the world around them. As they cool off with a splash or gaze curiously at a handful of seeds, we see the spirit of lifelong learning in action.
Have a wonderful summer everyone!!
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)
S. - For being an inquirer, having a natural curiosity that they bring to class as well as showing a caring side, helping their friends and teachers.
Y. - For being a risk taker, bringing a positive attitude to all things new and communicating with friends and teachers in English.
Jungle B (3 year-olds)
K. - For using so much English during playtime, English time, and all parts of the day.
M. - For being a good example of playing fair. You follow the rules of games and school, and make sure everyone gets a turn.
Mountain (4 year-olds)
K. - For always thinking about the content of our learning experiences, and sharing her ideas with her friends, family, and teachers.
I. - For challenging herself to raise her hand, asking questions, and regularly volunteering as calendar leader.
Sky A (5 year-olds)
I. - For being curious about everything that surrounds her and always asking questions to find out why and how things are the way they are
Y. - For coming up with cool, original and ingenious ways to solve problems and not being afraid to try, fail, learn and try again!
Sky B (5 year-olds)
H. - For taking chances and letting people know his thoughts by raising his hands.
H. - For showing great confidence in raising her hand and sharing ideas with her peers.
Sky A&B (5-year-olds)
Innovation and The Egg Challenge
In Sky Class, we have recently begun our next Unit of Inquiry, How the World Works. One of our key lines of inquiry in this unit focuses on innovation and finding original and creative ways to solve problems that students observe in their daily lives.
To get our students thinking about the kinds of innovations they might like to create, we hosted a Protect the Egg innovation challenge. Working in small teams, students were tasked with using our collection of recycled materials to design a contraption that would keep an egg safe and unbroken when dropped from our second-floor balcony to the ground.
To make the activity transdisciplinary, we linked it to our math unit on simple addition by opening a Recycle Materials Store, where each item had a set price. Teams were given a budget of 20 CGK dollars to purchase materials for their innovation.
Sky students quickly set to work, discussing which materials they wanted to use, drafting designs on scrap paper, debating the most effective ways to protect their egg, and carefully calculating which materials to prioritise in their efforts.
The eclectic originality of Sky students was on full display in their final innovations, which featured a wide range of designs: from parachute-inspired creations to those that prioritised cushioning to prevent breakage, and even others that focused more on imaginative, spaceship-like designs in the hope of protecting their precious eggs from harm.
After the creation time was over, Sky students gathered excitedly outside the entrance, eager to watch as their eggs were dropped from the balcony and hopeful that their innovations would keep them safe. One by one, we dropped each contraption from the balcony. Some landed with a crash, some drifted gently to the ground, and others nose-dived and slammed into the floor and unfortunately none of the eggs survived the fall! But that's ok, as failure is part of of the innovative process!
At the close of the lesson, we gathered together to reflect on innovation, design, and, more broadly, how there can be many different paths to reach the same destination, a notion that will permeate through the remainder of our inquiry of innovation as part of the unit How the world works.
Growing Ideas: A Tasty Introduction to Scientific Thinking
The month has brought a shift in focus for Sky Classes, as we wrapped up our engaging Unit of Inquiry, How We Express Ourselves, and stepped into our new exploration: How the World Works. With the central idea, “People use the scientific process to explore and investigate the world,” the Sky students are beginning to uncover how systems, materials, and observations help us better understand our surroundings.
To kick off our inquiry in an exciting and meaningful way, the classes went on a special field trip that combined science, sustainability, and creativity. Our visit to Iconic Stage, a unique restaurant with an indoor hydroponic lab, provided the perfect launch into our new unit.
The adventure began with students experiencing public transportation together. For many, this was their first time inserting a train ticket into the wicket independently—a small but significant moment that gave them a sense of agency and responsibility. On the train, the children practiced being caring and principled members of our community by using quiet voices and staying mindful of their surroundings.
Once at the restaurant, students were introduced to a new perspective on food production. We learned about how vegetables and herbs are grown indoors under LED lights—an environmentally friendly process that sparked curiosity and wonder. Through the glass of the lab, the children observed as Ms. Leina for Sky B class and Mr. Jake for Sky A, carefully planted lettuce seeds, giving us a first-hand look at how scientific processes are used in real-world settings.
After the tour, it was time to put our senses to work! The children were treated to a special tasting experience: pancakes topped with edible flowers, fresh mint, and other fruit garnishes. Each student had the opportunity to decorate their own pancake, and we loved seeing their unique personalities shine through their creations. Some students were risk-takers, trying edible flowers and mint for the first time, while others carefully selected their favorite toppings. When reflecting on the experience afterward, many students shared how much they enjoyed the flavor and described it as “sweet and tasty.”
This field trip supported our Lines of Inquiry into the scientific process and the connection between natural and human-made systems. It also provided a real-world example of how people innovate to solve problems and make sustainable choices. The experience has sparked new questions and inspired the students to think deeply about how things are made, how they grow, and how we can care for our planet.
As we continue our inquiry into How the World Works, The Sky students are excited to keep asking questions, testing ideas, and making discoveries—just like scientists.
Drawing and Discovering My Own Expression
This month, Sky A and B students had a wonderful opportunity to share the joy of artistic expression they have been exploring through their activities. Their artwork was displayed at the Yokohama Children’s Art Exhibition held at the Yokohama Civic Art Gallery—a truly special chance for their drawings to be seen by many people in a real museum setting.
For the exhibition, the Sky A and B children chose either the theme “My Treasure” or a “Free Theme.” Excitedly chatting with each other, they expanded their ideas—“What should I draw?” They created idea charts filled with sketches and color combinations, drawing inspiration from our Unit of Inquiry How We Express Ourselves. Through this process, they discovered the joy of creating their own stories and expressing themselves in unique ways, capturing their imagination and sensitivity on a single chart.
Next came the challenge of working on a large sheet of drawing paper—something many of them had never tried before. As they moved their brushes, new ideas emerged: “What if I layered this color here?” “Would it look bigger if I spread it out more?” It was impressive to see their thinking expand as they painted. Some children ended up with works that looked quite different from their original idea charts, but their satisfied smiles showed how proud they felt of their discoveries. The thought, “Someone might see my painting…!” brought a mix of nerves and pride, making the experience even more meaningful. They also encouraged one another—offering advice like, “What if you try it this way?” or admiring a friend’s color mix, “Wow, that’s a beautiful color! Can I try using it too?” These interactions showed how much they were beginning to realize that expressing themselves is exciting and fun.
Later, both Sky A and B classes visited the Yokohama Civic Art Gallery together to see their own works on display. Some children who had already visited with their families excitedly pointed out to their teachers, “Look, my picture is over there!” Experiencing their artwork showcased outside of CGK made art and museums feel even closer and more familiar to them.
It is widely known that art activities foster concentration, fine motor skills, a sense of achievement, and self-confidence. More importantly, we were delighted to see the children expressing their individuality through their drawings and experiencing the joy of sharing their creativity. Moving forward, we will continue to support our Sky A and B students as they trust their own sensibilities and express their thoughts and feelings through colors and lines.
Mountain
(4-year-olds)
Exploring How Living Things Thrive Around the World
As we stepped into a new month, our journey of inquiry took us to Nogeyama Zoo, where the children began to deepen their understanding of how living things interact with their environments. Through observing the animals up close, our young inquirers began to ask and consider thoughtful questions: What do these animals need to survive? Where do they live in the wild? What challenges do they face in their habitats?
These authentic questions led us into an exploration of ecosystems and the diverse habitats that exist around the world - the icy polar regions and the sun-baked deserts, vast oceans and flowing rivers, and lush woodlands and vibrant rainforests. So far, we’ve taken a closer look at the polar and desert regions. Through hands-on experiments and sensory exploration, the children are beginning to understand how different animals are specially adapted to thrive in their environments.
This evolving inquiry supports the development of key IB concepts such as connection, causation, and form, while encouraging the children to think critically and compassionately about the world around them. We are already seeing the attributes of the IB Learner Profile come alive—our Mountain friends are becoming more curious, reflective, and open-minded as they engage with new ideas and perspectives.
We look forward to continuing our exploration, guided by the children’s interests and wonderings. The world is full of discoveries waiting to be made!
Ask your child, “If you could visit any habitat in the world, where would you go and why?”
You might explore this further together through books, nature walks, or even researching animals online. We’d love to hear about any interesting conversations or discoveries at home!
From the Arctic to the Desert! Exploring Habitats Around the World
Thank you very much for joining us for the recent open class and parent meeting. Now that the children have moved up to Mountain class, they were delighted to take part in activities while being observed by their families, and their smiles showed how proud and happy they were to share their learning with you.
In July, during Japanese class, we began learning about the challenges faced by the Earth and different habitats around the world. So far, we have explored the Arctic, Antarctic, and desert regions, thinking about the animals that live there and the environmental changes they are facing. For example, we have discussed how global warming is melting ice and reducing the habitats available to polar animals, and how “desertification” makes it difficult for plants to grow. Through experiments, photos, and games, the children have been deepening their understanding of these global issues.
We also heard many thoughtful questions from the children, such as:
- “What can we do to stop the ice from melting?”
- “Why are deserts expanding?”
- “Would it help if we planted a lot of trees?”
It has been wonderful to see them begin to think about these issues as something that matters to them personally.
As we continue our inquiry, we will keep exploring different habitats around the world, learning about the unique challenges each one faces and considering what we can do to help, all while making the process engaging and fun.
Jungle A
(3-year-olds)
And Just Like That...
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We have finished our first Unit of Inquiry! 'Who We Are' is a wonderful unit to start with as it not only allows us to get to know the students better, but it allows them to explore their identities a little, as well as those of their peers and the teachers!
Whilst it has only been a relatively short time, the students have shown amazing progress; they are inquisitive, brave and increasingly resourceful! They each have a growing set of skills and are able to express themselves much more succinctly and share their thoughts and ideas.
With regards to the assessment, it was truly heartening to see the students show genuine interest and creativity! All of which we are excited to delve further into in our next Unit - 'How We Express Ourselves.' This will build on what we have learned so far, taking a look at some of the different ways we can express ourselves perhaps through the arts - dance and music, fashion and song or language - speaking, reading and story telling.
Jungle A friends are already off to a flying start and its just the beginning!
Can I Change My Clothes by Myself?
Thank you very much for joining us for the open class and parent-teacher meetings this month. We hope it gave you a glimpse into your child’s daily life at CGK. We truly appreciate your continued support.
As we entered July, the children have gradually become more accustomed to wearing their uniforms to school. In the beginning, we often saw them give up quickly with comments like, “I can’t do it!” or “Do it for me!” when trying to unbutton. But with gentle encouragement from teachers—“You can do it! Give it a try!”—they have slowly started to succeed on their own. While the top button or skirt and trouser hooks are still challenging, with practice using their fingers together, the children are beginning to get the hang of it. We look forward to the day when they can fasten and unfasten buttons smoothly and confidently.
We also began water play this month, and after playing, the children have been making a great effort to change clothes and tidy up on their own. Taking off wet clothes presents a different challenge compared to buttons, but once they manage to grab the sleeve and pull out their arm, the rest goes smoothly! Seeing them proudly report with big smiles, “I did it, teacher!” is such a strong and heartwarming moment.
Moving forward, we will continue to nurture their sense of achievement—“I did it by myself!”—while encouraging independence with supportive words. We kindly ask families at home to also watch warmly over your child’s efforts and give them lots of praise when they succeed.
Jungle B
(3-year-olds)
Our Learning Community
A learning community refers to a collaborative environment where all members of the school community, including students, teachers, parents, and other adults involved in students' lives, actively participate in the learning process. In other words, the learning community includes everyone connected to the school, not just students and teachers. It includes the parents too! We are very grateful for your support and participation in the lesson observation, parent discussions and parent teacher socials this month!
The students have been growing their learning community as well. Our visit to Kannai earlier in June and now a Bashamichi visit by the Grade 1 class! Many of the grade 1s still have memories of being in Jungle Class themselves and ask about where their previous teachers are now! We would like to thank all the teachers involved, Ms. Nahoko, Ms. Leina, Ms. Margaret from Sky Class and Ms. Anjie, Mr. Matt and Ms. Amanda from the elementary school!
As an IB accredited school we want the students to gradually understand the interconnectedness of individuals and the world. But before they become Global citizens, we`ll learn how to be active local citizens first!
Experiencing the World Through Our Five Senses!
Thank you very much for joining us for the recent events, including the open class and parent meeting. We were so happy to share with you a glimpse of the children’s daily life at CGK and to have the opportunity to speak with you directly. We truly appreciate the time you took out of your busy schedules.
Since April, our Unit of Inquiry “Who We Are” has focused on the five senses, and through various activities, the children have been exploring the many ways our bodies experience the world. At first, it seemed a little challenging for them to put their sensations into words—for example, “sour,” “nice smell,” or “scratchy.” But as the unit progressed, they became more aware of the senses of seeing, smelling, hearing, touching, and tasting, and gradually began expressing themselves more confidently with onomatopoeia and descriptive words.
Another important learning moment came when they realized: “I felt this way, but my friend felt differently.” They discovered that even when experiencing the same object or sound, their feelings and perceptions were not always the same. By sharing their thoughts, they deepened their understanding that everyone’s perspective can be unique.
During reflections, when asked, “Which senses did you use today?” the children answered enthusiastically, “My ears and eyes!” or “I used my hands too!” From these responses, we could see that they are becoming aware of intentionally using their five senses and recognizing how much these senses are part of their everyday lives.
The five senses play an essential role in nurturing children’s curiosity and expressive abilities. While this unit has come to a close, we will continue to value experiences that allow them to use and reflect on their senses in daily life and play, supporting opportunities to encounter diverse ways of feeling and thinking.
Ocean
(2-year-olds)
Morning Movement: Fun, Focus, and Freedom.
As an Ocean student, it can be difficult to sit still for long periods of time. This is especially difficult once the students have come to school and finished playing. In order to maximise the fun, focus, and freedom of our morning Circle Time, we have included yoga and dance movements. Every morning, after sitting together to discuss the weather and day, we begin movement time to help our friends get their wiggles out and come together.
These yoga mornings have become a favorite part of the day, giving the children a chance to move their bodies, follow directions, and develop coordination.. Some of our most-loved yoga dances include Here Comes the Firetruck, Row Row Row Your Boat, Fly Like a Butterfly, and Airplane Yoga. These playful songs encourage imagination and help set a positive, energetic tone for the rest of the day.
Students who are actively participating during circle time, help choose the yoga dance for the day. This small incentive has made a big difference in engagement and classroom behavior. It’s been wonderful to watch the children light up with excitement when it’s their turn to pick, and even more fun to see them all moving together with joy and enthusiasm. These movement mornings have truly become a meaningful and cherished routine in our classroom.
“How Do You Feel?” – Let’s Try Expressing Our Emotions!
This month, as part of our Unit of Inquiry How We Express Ourselves, the Ocean class children have been thinking about and exploring their own “feelings.” It is still sometimes difficult for them to put their emotions into words, but during activities we often ask, “How do you feel now?”—before, during, or after an experience. In response, we heard a wide range of feelings: “Happy!” “Excited!” “A little scared.” “Glad!” “I didn’t like it.” “(My clothes got wet and) it feels yucky.” In daily life as well, when we notice their shifting emotions, we ask, “How do you feel?” or say things like, “That must have felt sad.” Through this kind of prompting, paraphrasing, and showing empathy, the children are gradually beginning to express their feelings in words.
At this age, it is still difficult for children to “act while considering others’ feelings.” However, just as they themselves have emotions, they are slowly beginning to realize that their friends also have feelings and thoughts, and that both they and others are important. We hope they will continue to develop a sense of empathy and kindness in their interactions.
Even if verbal communication is still challenging, children are natural geniuses at communication! Even without the exact words, they manage conversations by noticing facial expressions or exchanging smiles. Sometimes teachers put their feelings into words for them, and other times they pick up on what friends say, do, or express with their faces and then imitate it, learning new ways to express themselves. These are some of the wonderful benefits of learning and growing within a school community. We will continue to support the children in expressing their feelings, walking alongside them with empathy.
Now that the rainy season has ended, summer has truly arrived! At home, you may also hear lots of feelings unique to this season: “The pool is so fun!” “I want to play more with water!” “It’s too hot, I don’t want to play outside!” “I want ice cream! (I won’t move until I get some!)” We encourage you, as parents, to also share your own feelings as you spend time together, enjoying these summer days with your children.
Elementary School / Middle School
Japanese Cultural Day!
This year’s Japanese Cultural Day, hosted by the Elementary School and Middle School, was even more exciting with the addition of a special “Taiko no Tatsujin” (Japanese drumming game) booth led by our music teacher, Mr. Matt!
With more students and grades participating compared to last year, the event continued to feature mixed-grade groups, creating opportunities for connections across year levels. It was truly a special day, filled with learning, laughter, and lots of smiles.
Many classes chose Japanese themes for their booths this year, resulting in a wide variety of creative and engaging activities. Students prepared booths inspired by sushi and wagashi (traditional Japanese sweets), a Mt. Fuji ring toss, target games, treasure hunts, and more—each one designed with original ideas and plenty of ingenuity. At the “Taiko no Tatsujin” booth, the lively scene of children keeping rhythm with their drumsticks brought great energy to the event!
One of the highlights was a massive kimono display decorated with countless origami pieces, each one folded carefully by the students. The impressive display became a popular photo spot where families and friends could capture special memories. Teachers and staff also joined in the fun with an “Uchiwa Contest,” showcasing hand-decorated fans that reflected their personalities and humor.
Every booth reflected the students’ wish to bring joy to others and their curiosity about Japanese culture. It was inspiring to see each child take pride in their role and contribute to such a successful event. We are already looking forward to next year’s Japanese Cultural Day!
Afterschool
CGK TV - Upper Grades
Hello Everyone,
Over the course of Thursday’s project the Upper Grade Class has been tackling the question ‘How Can We Work Together To Create A CGK TV Channel?’.
After initially brainstorming ideas and important features that a TV channel would need, students were given complete freedom to work on content for their TV channel. Through utilizing their considerable editing skills, and the classroom green screen, students were able to create a wide range of content for everyone to enjoy.
CGK TV has everything from original soccer commentary, news reports, movies, karaoke, quizzes, stories, original TV shows, commercials, and much more. It has been rewarding to see how much the student’s IT skills have developed over the years. Their ability to organize themselves in groups and problem solve with minimal support over the course of the project has also stood out.
To end the project students will get to relax and enjoy watching their CGK TV presentation video with their classmates, while also getting the chance to reflect and share their feedback.
As term 1 projects draw to an end Afterschool is gearing up for Summer School 2025. We have a fun filled program with field trips, interesting activities, and plenty of guest teachers. If you are interested in signing up please apply through the website or by using CGK’s official Line account.
Sincerely,
CGK Extra
Currently recruiting participants for study abroad programs
- 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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