CGK Times
A global learning community for discovering
and pursuing your happiness
October 2025
Contents
Preschool
Celebrating Community and Creativity — Despite the Rain!
Thank you to everyone who braved the less-than-ideal weather to join us for the school festival. Your presence and enthusiasm made the day truly special.
A heartfelt thank you to all the teachers and children who worked together to organize the games and booths. I hope you not only had fun participating but also took the opportunity to observe the children’s active role in bringing the event to life. As they move into the upper grades, they will continue to take greater ownership and agency in shaping the design and purpose of the booths and activities.
It was wonderful to see the children dressed up, expressing their creativity, and allowing their imaginations to flourish. Thank you also to the parents who joined in the spirit of the day — dressing up, supporting their children, and contributing to the sense of community that defines our school.
This year, the preschool booths extended across two floors, which created more room for exploration, connection, and shared enjoyment. We are so grateful for everyone’s participation and collaboration in making this year’s festival a meaningful and joyful experience for all.
As we move into the colder months and the likelihood of illness increases, please take care of yourselves and stay well. Thank you again for your continued support and care for our school community.
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 balanced, helping both friends and teachers and showing an ability to learn from his actions.
Y. - for being caring, helping friends when they need it and working on being kinder and sharing with others.
Jungle B (3 year-olds)
N. - for showing care towards his classmates, helping the teachers and the bus staff too.
S. - for showing so much effort towards trying new food, changing his uniform, and helping his friends.
Mountain (4 year-olds)
E. - For doing his best to integrate into an international classroom and always being open to new cultures, songs, and languages.
Y. - For her strong sense of empathy, support of friends in the classroom, and her kind heart.
Sky A (5 year-olds)
B. - For considering the opinions and views of others and growing from her experiences.
S. - For having empathy and for trying to help her classmates when they are feeling down.
Sky B (5 year-olds)
K. - For learning to balance his interest with his peers needs and sharing his enthusiasm with the class.
K. - For showing great curiosity and enthusiasm, asking thoughtful questions, and eagerly sharing his ideas.
Sky A&B (5-year-olds)
Yokohama, Our Gateway to Exploring the World
In Sky Class, we have just started a new Unit of Inquiry: Where We Are in Place and Time. As a way of delving deeper into this unit, we thought, "Why not utilise the immediate, vibrant, and multicultural environment of Yokohama as a gateway to exploring cultures, history, migration, and how each of these ideas interconnect to shape our surroundings?"
We are fortunate to be located where we are, just a stone’s throw from the port that ignited Yokohama’s transformation into the modern, multicultural city it is today. The surrounding area is filled with buildings, restaurants, stores, and entire districts inspired, built, or run by people from a wide variety of nations and cultures.
We also have another great advantage: Yokohama’s rich history. The city is full of heritage buildings, landmarks, and even icons and maps that our students have been noticing during recent outings. Together, we’ve been tracing the roots of the city to uncover how it became the diverse and dynamic place we see today.
This is just the beginning! So far, we’ve only begun to explore Yokohama, its history, and the range of cultures that exist within our local area. As we continue our inquiry, we’ll look more closely at these cultures and how they connect to our own experiences. It’s been a bright start, and we’re excited to see our students’ cultural horizons expand as our exploration of the local area deepens.
In short, we’re thrilled to use our local environment as a window into the wider world and its many cultures.
Racing, Smiling, Teamwork: Sky Class in Action
This month, Sky Class has been busy getting ready for Sports Day. The students have been practicing the games and rehearsing the Athletes’ Oath with great focus and dedication. Throughout this preparation, they have demonstrated excellent teamwork and a caring attitude toward one another, showing true sportsmanship. They have also been learning to encourage themselves, celebrate their own progress, and reflect on how they can support others.
Sky students are always motivated and enthusiastic, giving their best in every activity. During Sports Day rehearsals, they have gone above and beyond by cheering on their classmates and other teams, as well as assisting younger classes during team games. Their encouragement, patience, and positive spirit have helped create a supportive environment where everyone can enjoy competing and learning together. Showing kindness, fairness, and thoughtful communication with peers highlights the respect and responsibility they bring to every activity. Energy, encouragement, and cooperative spirit have truly shone through, making their Sports Day preparations both fun and inspiring.
Tracing the Past and Present We Found in Yokohama
In Japanese UOI, just like in English UOI, we have begun a new IB Unit: “Where We Are in Place and Time.” In this unit, the children are deepening their understanding of “the passage of time,” “change,” and “connections” by exploring cultural differences, history from around the world, and especially the rich heritage of Yokohama, where we live.
As part of this inquiry, Sky A and B took a walk around the Bashamichi area with maps and pictures of historical buildings in hand. Split into teams, the children played a game to search for the buildings shown on their cards. They walked excitedly through the streets, comparing old and new architecture and sharing their discoveries:
- “We found this one!”
- “This one looks similar, but it’s a little different!”
- “Hey, this building is old too, right?”
Through this group activity, the children showed growing interest in the cityscape of Yokohama. They naturally exchanged opinions and worked together, even navigating moments when they disagreed — an important experience in learning to cooperate and consider each other’s perspectives.
We also introduced traditional Japanese games such as kendama and bamboo-copters, as well as classic children’s songs (warabe-uta). The children quickly learned the songs and how to play and enjoyed them enthusiastically. This activity highlighted how certain forms of play transcend time and remain enjoyable across generations.
Through these varied experiences, the children are not only gaining a deeper appreciation of Japanese culture and traditions, but also developing the ability to compare and connect them to cultures around the world. As we continue, we will build on this learning by expanding our perspective from familiar Yokohama to the wider world, exploring the connections between the past, present, and future.
Mountain
(4-year-olds)
Inspiration! Imagination! Creativity!
How do we express ourselves during the different seasons? Festivals!
Mountain class has been exploring fall festivals from around the world, including Diwali, Halloween and the Day of the Dead (Dia de Los Muertos). Through stories, art, and hands-on activities, students are learning about how people across different cultures celebrate with light, color, and creativity. In an IB school, inclusion of cultures is an essential part of learning. Having the opportunity to experience a variety of cultural practices helps students develop an understanding and appreciation for the diverse world they live in. By learning about these festivals, children begin to see that while traditions may look different, they often share common values such as family, gratitude, and joy.
The students have shown great curiosity and excitement as they make connections between these global celebrations and their own experiences. They especially enjoyed expressing their understanding through art, creating colorful rangoli patterns and diya lanterns, painting bubbly witches brew, and designing their own sugar skulls. This artistic exploration allowed each child to experience the holidays in a personal way, celebrating diversity while expressing their individuality. By connecting culture, creativity, and self-expression, students are developing open-mindedness and a sense of belonging in our global community.
Expressing Ourselves Through Dance
In our current Unit of Inquiry (UOI), “How We Express Ourselves,” the children have been learning how to express their feelings and thoughts through dance during Japanese time.
We began by exploring various traditional Japanese dances, discovering the history and meanings behind each one. The children learned that people in the past used dance to express their wishes and emotions—such as praying for a good harvest or warding off evil spirits.
Next, we expanded our focus to traditional dances from around the world. The children realized that, no matter the country or region, dance carries a range of emotions—not only joy, but also gratitude, anger, sadness, and even determination. They also noticed that dance has the power to connect people across cultural and historical differences.
As a culmination of our learning, the children formed groups, selected music, and discussed what emotions they wanted to express. They worked together to create their own dance movements. During the presentations, each group performed with confidence and creativity, showcasing both their individuality and shared ideas. The smiles on the children’s faces clearly showed how much they enjoyed the act of expressing themselves.
Jungle A
(3-year-olds)
Face/Off! How We Express Ourselves!
This is how our Unit ends. We had a lot of fun expressing ourselves through various means. We used everything at our disposal to express the way we felt, every day. From clay to pattern blocks, and things found at the park to loose craft pieces. There was never a dull moment throughout this unit, and our summative assessments allowed us to explore all of the creativity that the students had shown.
Our next unit, How the World Works, will give Jungle A a chance to look at the living things in our world, and how they move. It's going to be a great opportunity to get everyone's blood pumping, as we mimic some of the more active creatures in the animal kingdom. We're looking forward to the next unit, and we're excited to take you on this journey with us!
Autumn Exploration
As we entered October, the weather began to feel more like autumn. In the Jungle class, we had already talked about seasonal changes several times, so we asked questions like, “What comes after the hot summer?” and “What kinds of things are part of autumn?” to deepen our understanding together.
The children already knew a lot about autumn foods and events like Halloween, so when we asked, “What kind of things can we find in the park that only exist in autumn?” they eagerly shared ideas like “Leaves!” and “Acorns!”. Based on their ideas, we decided to create our own original “Autumn Checklist.” Then, during outdoor playtime, we went out to look for the items on the list.
At the first park, we only found leaves, and the children wondered, “Why aren’t there any acorns here?” But at the next park, they discovered a lot of acorns and happily filled their bags. Later, during a visit to a park with the Sky class, they spotted pinecones and came running with big smiles: “Teacher!! We found pinecones!!”
During Japanese class, we later reflected on questions like, “Where did the acorns, pinecones, and leaves come from?” and “Why are there some parks that have them and others that don’t?” The children thought deeply, using their own experiences to explore autumn from many angles—seeing, thinking, and enjoying it in their own ways.
Through hands-on experiences of seeing, touching, and discovering things for themselves, the children naturally developed a sense of curiosity—asking “Why?” and “How?”—which reminded us of the importance of authentic, experiential learning. We look forward to continuing to create opportunities for children to nurture their curiosity and explore the world around them.
Jungle B
(3-year-olds)
Superstar of the Week -----> CGK Student Awards
Superstar of the Week cards are a chance for the Jungle B students to gain a lot more feedback about how their behaviour has helped themselves, their classmates and even their teachers throughout the course of the week. While we do have the monthly CGK awards, these emphasise different parts of the IB learner profile. Superstar of the Week is at a much more basic level and always done with language and achievements that is appropriate for the Jungle Class level. Whether it`s for working hard on lining up nicely and waiting your turn, helping your friends get ready for snack after nap time, using your words, saying please and thank you, practicing better ways to self regulate our emotions, or even being a bright and positive influence in the classroom! It's a nice way to reward them for their excellent choices!
Growing Alongside the Autumn Harvest
Autumn is a season full of exciting events! Each day, the children look at the calendar to check the date and upcoming activities. By watching photos and videos from last year, they eagerly wonder, “What kind of day will it be this time?” As we discuss what preparations are needed, the children take initiative and look for what they can do by themselves — a wonderful display of agency and ownership in their learning.
In preparation for the School Festival and Harvest Festival, the children engaged in many creative activities. We set up stations with crayons, paints, scissors, glue, tape, and other materials, giving them the chance to explore different art techniques. Each child chose activities based on their own interests and strengths, joyfully expressing themselves. At first, many students preferred to stick to familiar activities, but as they watched their friends try new things, a spark of “I want to try that too!” began to grow. Soon, even children with reservations began taking on challenges independently. At home, we encourage you to set up small "helping missions" together. Even if they can’t do everything on their own yet, every “Let me try!” experience helps build confidence and a sense of responsibility.
For Sports Day, we have been practicing teamwork through fun games. More and more, the children are showing preference for group activities rather than working alone. However, the idea of “winning as a team” is still new to many of them. Through repeated practice, the students are beginning to understand that “If we want our team to win, everyone needs to work together!” As they share moments of joy, challenge, and perseverance, we see evidence of their remarkable growth every day.
We look forward to seeing the results of their hard work on the big day — and hope your family will join us in cheering them on and sharing in the fun. Together, let’s make it a memorable day!
Ocean
(2-year-olds)
Expressing Ourselves Without Words
Over the past few weeks, Ocean students have been exploring creative ways to express their thoughts and feelings without using words. Through a range of fun and engaging activities, the children have discovered how our bodies, facial expressions, and imagination can help communicate emotions in unique and meaningful ways.
Reflections:
During this time, Ocean friends have been busy preparing for Sports Day! This is their first time participating in such a large event, and naturally, it can bring about a mix of emotions. After our first Sports Day rehearsal, we took time as a class to reflect on the experience. How did it make us feel? What did we enjoy most? Was there anything we might want to change?
While students were encouraged to share their thoughts verbally, we also introduced a fun reflection activity using emoji cutouts. This allowed each student to express their feelings visually and think about the moments they might have forgotten. The teachers then took the students’ feedback into account and made small adjustments to our Sports Day plans to better reflect their preferences and comfort levels.
Through Art:
Another wonderful way to express ourselves is through art. One afternoon, the students were presented with paints and paper—but no brushes! Instead, they were invited to use natural materials such as autumn leaves, sticks, and acorns as their painting tools. The children eagerly embraced this challenge, experimenting with textures and shapes to create one-of-a-kind pieces. By using nature as inspiration, they not only expressed themselves artistically but also strengthened their curiosity and creativity.
By exploring expression through movement, reflection, and art, Ocean students are learning that communication can take many forms, and that sometimes, the most powerful messages don’t need words at all.
How We Express Ourselves × Friendship
In Ocean Class, we are currently exploring the Unit of Inquiry “How We Express Ourselves,” which focuses on the many ways we can communicate our likes, thoughts, and feelings. Through song, dance, read-alouds, art, conversations, and reflection activities, the children are learning not only to express themselves but also to understand and appreciate the expressions of their friends and teachers.
As they talk about and share their ideas, the children have begun noticing what they have in common with their peers—happily saying, “We’re the same!” At the same time, they are also discovering differences and asking questions like, “Why do we think differently?” or “What other perspectives might there be?” This continuous cycle of expressing, observing, and reflecting is helping the children deepen their understanding of one another and build meaningful connections.
Recently, we’ve seen more and more examples of caring and collaboration. When a classmate is having trouble, children are saying, “Can I help?” or “Do you want me to do that for you?” During shared activities, they are communicating with one another and learning to respect different ideas and gestures while working or playing together.
Building friendships requires empathy, cooperation, and communication—and this Unit is full of opportunities to grow in every one of those areas. Through art, music, group work, and discussion, the children are learning to understand themselves more deeply, while also discovering ways to express those thoughts and feelings. Just as importantly, they are learning to appreciate and honor the expressions of others.
Self-expression and friendship go hand in hand. As we move forward, we will continue to support the children in experiencing the joy of expressing themselves while nurturing meaningful friendships through daily learning and play.
Elementary School / Middle School
Gamification
As a physical education teacher, games are a fundamental tool in my classes. However, in today's classrooms, gamification is transforming the way students learn beyond our specific area of teaching. By introducing points, levels, challenges, and rewards, teachers and students can turn ordinary lessons into engaging and motivating experiences that foster active participation and the joy of learning.
Unlike pure games, gamification adds structured rules and objectives that guide students toward specific goals, keeping the experience fun and meaningful. Cooperative, competitive, group, and individual games are used as tools in the learning process by many teachers, making the process much more interesting and enriching.
Gamification naturally aligns with the IB philosophy, which emphasizes student autonomy, inquiry-based learning, and intrinsic motivation. Both gamification and the IB Programme focus on developing students who are lifelong learners, who are autonomous, reflective, and engaged in the learning process. And what better way to learn meaningfully than through play?
Our first unit of the year Adventure Challenge, was made with the objective of helping students work in groups, understanding group roles and foment the development of their problem solving skills.
The students organized themselves into groups, and came up with different solutions for new and already known problems. They talked about the importance of creating new solutions although the problems seemed familiar, and how although they might be similar, the students themselves are not the same, and they require different ways to solve the challenges.
This process reached its peak when the students started creating their own challenges, understanding what the objectives were, and exploring the limits of their imagination, from a different perspective.
Gamified learning environments foster IB attributes such as inquiry, risk-taking, and reflection. Students actively explore, make decisions, and reflect on the outcomes, just like in a well-designed game.
Through levels, challenges, and collaborative missions, gamification fosters the development of ATLs, and skills such as self-management, social skills, and critical thinking.
Similar to the IB's cycle of inquiry, gamification encourages exploration, experimentation, and reflection. Students formulate hypotheses, test ideas, and adapt strategies, mimicking the process of real-life inquiry.
The IB values student autonomy, and gamification strengthens it by offering students meaningful choices, feedback, and accountability for their progress.
Gamification and the IB Programme share a fundamental belief: learning should be both challenging and enjoyable. When students view learning as an adventure—where curiosity, perseverance, and creativity are rewarded—they're not just playing the school game, they're playing for life.
Afterschool
Afterschool Class B: How Can We Make Our Own Shop?
In the Tuesday PBL Project, students have been exploring their student-chosen guiding question: “How do we make and run our own shop?” What began as a brainstorming session to decide on a class project has now evolved into a series of creative and hands-on learning experiences. Each group designed their own unique type of shop — from toy and trading card stores to stationery and sports goods shops. Students have learned about branding, creating original shop logos using digital design tools, and how advertising helps attract customers by using color, persuasive language, and creative visuals.
Recently, the class expanded their learning by connecting business ideas with basic engineering and science. Some students wanted to make products that actually move or light up, so we introduced simple electrical circuits and DC motors. Through this, students learned how electricity flows, what a closed circuit is, and how switches control current. Using this new knowledge, they built airplane models with working propellers, creating their own switches and body frames to complete the design. This hands-on work gave them a real-world connection between physics, design, and problem-solving.
Throughout this project, students have been integrating skills across multiple disciplines — science, technology, art, and entrepreneurship. They’ve learned to think like designers, engineers, and business owners while collaborating with their teammates to bring their shop ideas to life. The enthusiasm and creativity they’ve shown each week highlight how project-based learning can connect imagination with practical, meaningful skills.
Sincerely,
Study Abroad and Global Initiatives
2025 Summer CGK Study Abroad
Australia
Ipswich Girls Grammar School (私立女子一貫校) CGK G3 Ako, AS G2 Yusei
Essendon North Primary School（公立小学校・IB PYP校） CGK G1 Kokone, Mitsuki
Essendon North Primary School（公立小学校・IB PYP校） CGK G1 Kokone, Mitsuki
Essendon North Primary School（公立小学校・IB PYP校）CGK G1 Mitsuki
Essendon North Primary School（公立小学校・IB PYP校） CGK G1 Kokone, Mitsuki
Essendon North Primary School（公立小学校・IB PYP校） CGK G1 Kokone, Mitsuki
Essendon North Primary School（公立小学校・IB PYP校） CGK G1 Mitsuki
Essendon North Primary School（公立小学校・IB PYP校） CGK G1 Mitsuki
Essendon North Primary School（公立小学校・IB PYP校） CGK G1 Kokone, Mitsuki
Guardian Childcare & Education South Melbourne (保育園) CGK Mountain Taiki
Guardian Childcare & Education South Melbourne (保育園) CGK Mountain Taiki
Guardian Childcare & Education South Melbourne (保育園) CGK Mountain Taiki
Guardian Childcare & Education South Melbourne (保育園) CGK Mountain Taiki
Ipswich Girls Grammar School (私立女子一貫校) CGK G3 Ako, AS G2 Yusei
Ipswich Girls Grammar School (私立女子一貫校) CGK AS G2 Yusei
Ipswich Girls Grammar School (私立女子一貫校) CGK G3 Ako
Ipswich Girls Grammar School (私立女子一貫校) CGK G3 Ako
Ipswich Girls Grammar School (私立女子一貫校) CGK G3 Ako
St.Pauls (私立一貫校) CGK G7 Alisa
St.Pauls (私立一貫校) CGK G7 Alisa
St.Pauls (私立一貫校) CGK G7 Alisa
Canada
Assumption College Catholic Middle School (公立中学校) CGK G7 Sedona, St. James Elementary (公立小学校) CGK G4 Nasuka
Assumption College Catholic Middle School (公立中学校) CGK G7 Sedona
St. James Catholic Elementary School (公立小学校) CGK G4 Nasuka
Global College Summer Camp, CGK AS G1 Aoba
Global College Summer Camp, CGK AS G1 Aoba
Global College Summer Camp, CGK AS G1 Aoba
Global College Summer Camp, CGK AS G1 Aoba
New Zealand
Belmont Intermediate School (公立中学校) CGK G6 Yuina
Belmont Intermediate School (公立中学校) CGK G6 Yuina
Belmont Intermediate School (公立中学校) CGK G6 Yuina
In 2025, a total of 24 CGK students have already participated in or are scheduled to join overseas study abroad programs.
This summer’s short-term study abroad programs were a great success, with solo and parent–child opportunities realized in Australia, New Zealand, and Canada.
✦Highlights of This Summer
- A CGK Preschool graduate and current After-School Grade 1 student achieved a solo study abroad in Canada!
- A CGK Elementary Grade 1 student became the first to study abroad at an IB PYP school in Australia!
- A Grade 7 student began their solo long term study abroad journey!
Through these challenges, each student broadened their horizons and returned with greater self-confidence.
Study Abroad Destinations:
- Australia
St. Paul’s School (Private all-through school)
Essendon North Primary School (Public primary school, IB PYP)
Ipswich Girls' Grammar School (Private all-through girls' school)
Browns English Language School (Language school)
Guardian Childcare & Education South Melbourne (Childcare centre) - New Zealand
Belmont Intermediate School (Public middle school) - Canada
Global College Camp
Assumption College Catholic Middle School (Public middle school)
St. James Catholic Elementary School (Public primary school)
At CGK, we will continue to value each child’s unique challenge, carefully supporting them with safe and suitable study abroad options tailored to their needs and duration.
On October 6, one of this summer’s destinations — Belmont Intermediate School in New Zealand — will be visiting CGK!
A special information session will be held by their local coordinator. Don’t miss this opportunity!
Study Abroad Information Session
【November 11】Information Session for the Spring Short-Term Study Abroad Program
～Begin your first study abroad experience in New Zealand & Australia～
- Location: CGK Kannai Campus
- Date & Time: Tuesday, November 11, from 3:00 p.m.
Classroom details will be announced later.
Spring in the Southern Hemisphere offers a pleasant and comfortable climate—perfect for enjoying everyday life abroad.
For those experiencing overseas study for the first time, New Zealand provides a safe and supportive environment to take that first step with confidence.
Applications for the Spring Study Abroad Programs will close in early December.
Please take this opportunity to gather information!
This session will also be helpful for families considering a Summer Study Abroad Program next year.
◎ Session Details
- CGK’s vision and approach to study abroad
- Overview of the New Zealand & Australia Short-Term Study Abroad Programs
- Solo Study Abroad: From age 10 (New Zealand) / From age 12 (Australia)
- Parent-Child Study Abroad: Available for Preschool students and above
- Video presentation of this year’s Spring Solo & Parent-Child Programs (full version to be shown at the session)
- Photos from the Summer Australia Parent-Child Program
- Real voices and experiences from participants
◎ Important Deadlines
- Information Session Registration Deadline: Monday, November 10
- Spring Study Abroad Application Deadline: Monday, December 8 (planned)
These are popular programs, so please consider joining early.
We look forward to seeing you at the information session.
Study Abroad Highlights (Video)
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[Study Abroad in NZ] Owairoa Primary School
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[ES Solo Study Abroad in NZ] Gulf Harbour School
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[Study Abroad in NZ] Owairoa Primary School (5 year olds)
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[ES Solo Study Abroad in Canada] Summer Camp in Vancouver
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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