CGK Times

Throughout Sky Class's current unit of inquiry (UOI), How We Express Ourselves, the students have been interacting with different forms of expression from around the world. Everyone has been very open-minded, trying many new media—from stamp painting and 3D art to creating Egyptian hieroglyphs. The Sky students have gained a wealth of creative experience, and this month they put themselves to the test by creating their own stories!

Using the knowledge they had gained about storytelling, everyone set off to create an original work. The students developed a brand-new character and a plot with a beginning, a problem, a solution, and an ending. They then brought it all together by expressing each scene through their preferred medium. Some students even changed their choice to suit different scenes.

Finally, the Sky students shared their completed stories with their friends in Mountain A and B. Everyone had so much fun presenting the stories they had worked so hard on! During this unit, the Sky students made great strides toward becoming more effective communicators, and the Mountain students appreciated their entertaining storytelling. Sky Class will continue having fun while being creative and expressing themselves!

Mr. Blake

This month, Sky Class took part in a vegetable-planting experience. Rather than treating an experience outside school as a one-off event, we connect it with the children's everyday classroom learning, their unit of inquiry (UOI), and Japanese lessons. This helps knowledge and action come together naturally for the children and is an important part of how we design our curriculum.

The day before planting, we created a “Vegetable Learning Center” during Japanese time. At one station, the sensory box, the children deliberately wore the work gloves they would use the following day while exploring the materials inside. By first having fun with the unfamiliar feeling of fingers that did not move as freely as usual, the children became more comfortable with the idea of farm work. The activity sparked their interest in using their hands and encouraged a sense of “I want to try!” A summer-vegetable quiz also helped build their excitement and readiness for the following day.

This sensory inquiry came alive during the real experience of planting corn seedlings with the support of a local farmer. When the farmer reminded the children to cover the seedlings carefully with soil, one child said, “We need to make sure they're safe even if another typhoon like the last one comes!” It was a wonderful moment when the framework they had learned in a previous UOI—natural hazards as problems and preparation as a solution—connected with an authentic action: protecting the small living things in front of them.

After planting, the children explored the field and enjoyed the sensations with their whole bodies: the soft, freshly tilled soil and the squelchy ground after the rain tugging at their feet. Because they had developed greater awareness of their senses in the classroom the day before, they were able to absorb the natural stimulation of mud and soil as a deeper learning experience.

Lessons about language and the senses in the classroom, and authentic experiences in nature, may look separate at first. For the children, however, they are connected along one continuous line: preparation for tomorrow, applying previous learning, and inquiry through the five senses. We will continue valuing learning in which everyday experiences resonate with one another as the whole class watches the corn grow.

Ms. Nahoko

As part of our unit of inquiry (UOI), How We Organize Ourselves, we have been exploring how our daily routines support both ourselves and our community. We began by looking at the routines we follow at school and then expanded our inquiry to the important roles of community helpers.

This learning coincided with our health and dental checks, providing a wonderful opportunity for the students to deepen their understanding of how we care for our bodies. Before the health check, the students explored the role of a doctor and how doctors organize their work to help others. We investigated the tools found in a doctor's medical kit and discussed how each one is used to keep us healthy and safe.

Next, we turned our attention to dentists and the important role they play in helping us care for our teeth. Together, we learned about healthy dental habits and discussed the choices we can make to keep our smiles bright and strong.

More recently, the students have been reflecting on their lunchtime routines. We posed the question, “Why do we encourage everyone to have one more bite and try their best during meals?” Through discussions and activities, the children began to understand the connection between nutrition and well-being. Just as too much sugar can affect our teeth, eating too much of certain foods and not enough of others can affect our health. The students explored the importance of making healthy choices, eating a variety of foods, and approaching new foods with an open mind and a willingness to try.

Overall, the students have developed a deeper understanding of how the choices we make each day can help our bodies grow strong and healthy. By learning from community helpers and reflecting on their own routines, they are discovering how positive habits can help them become the superheroes we know they are!

Ms. Megan

...wherever they may go. Every day, we appoint new class leaders to support our learning community and assist with a variety of important responsibilities. Leaders are selected during our morning Circle Time and help with tasks such as taking the cups to the entrance for gargling when we return indoors, leading the morning greeting routine, carrying the tissue backpack during outdoor play, and guiding their classmates through lunch and snack-time routines.

The purpose of our leader system is to foster the children's confidence, communication skills, and sense of responsibility while providing authentic opportunities to develop leadership qualities. Through these daily experiences, students are encouraged to demonstrate agency, make positive contributions to the class, and model appropriate behavior for their peers.

As part of the selection process, teachers choose the next leader and invite students to guess who it is without using anyone's name. Instead, students ask descriptive questions about their classmates, such as, “What color shoes are they wearing?” or “Do they have long hair or short hair?” This engaging activity promotes language development, strengthens vocabulary, and encourages students to observe carefully and communicate effectively. It also supports inquiry skills as students gather information, ask thoughtful questions, and make connections based on the clues provided.

The Jungle B friends have done a fantastic job embracing their leadership roles and supporting one another as members of our learning community. We are proud of the confidence, responsibility, and enthusiasm they continue to demonstrate, and we look forward to watching them grow into the capable and caring leaders we know they can be.

Mr. Steven

Our unit of inquiry (UOI), How We Organize Ourselves, which began in April, is now approaching its final stage. In Jungle Class, we continue to focus on questions such as, “Why do we have agreements?” and “What can we do so everyone feels comfortable?” Through everyday routines and class activities, the children are practicing sharing toys and communicating with words.

At this age, children may still feel strongly that they want to play in their own way. At times, they may take a friend's toy before asking, “Can I borrow it?” When they want to play together, they may touch a friend and surprise them instead of calling their name or saying, “Let's play.” While lining up, they may find it difficult to say, “Could you move over a little?” and may use their hands before their words. With repeated practice alongside their teachers, however, they are gradually learning to communicate more smoothly.

We are seeing more moments when children exchange words such as, “Can I borrow this?” and “Sure,” or “Please wait”; ask, “Can I give you a hug?” before touching a friend; say “Excuse me” when passing one another in a play area; or invite a friend to share the world of a picture book by saying, “Let's read together.” Watching videos and photos of older children lining up carefully and listening quietly to others also helps them recognize, “That's what I can do.”

We will continue supporting the children warmly as a class so that they can express their feelings and ideas skillfully through words. At home, when your child uses words such as, “Can I borrow it?” or “Let's play together” to communicate their wishes, please celebrate that achievement with plenty of encouragement!

Ms. Chieko

On June 12, the Elementary and Middle School held Japanese Cultural Day, themed around the four seasons of Japan. Led and organized by the students themselves, the event provided opportunities for participants to experience Japanese culture through traditional clothing, games, and activities. Students attended dressed in traditional Japanese attire such as yukata and jinbei, while others came dressed as characters from Japanese anime.

The school was beautifully decorated with student-made lanterns and calligraphy works inspired by the four seasons of Japan, creating a vibrant and festive atmosphere throughout the campus. This year also featured a special event—a photo contest showcasing photographs submitted by CGK staff members. Students voted for their favorite photos, which had been taken across various regions of Japan and captured the beauty of the country's changing seasons.

On the day of the event, students participated in mixed-age groups and visited handmade booths prepared by each class. They enjoyed playing games, taking photos, folding origami, and coloring Japanese-themed pictures. There were also stations featuring traditional Japanese games, allowing students to immerse themselves in Japanese culture throughout the day. In addition, students were treated to chilled pineapple and delicious scones from the local scone shop, iro. The special snacks were a big hit and enjoyed by everyone.

The event provided a wonderful opportunity for students from different grade levels to interact while experiencing and celebrating Japanese culture together. For CGK students living in Japan, Japanese Cultural Day offered a valuable opportunity to deepen their understanding of the culture around them. We hope to continue making this event a memorable and meaningful experience for our students in the years to come.

Mr. Ryo