Tokyo Korean School

2012-2013

Table of Contents

Overview of Program

Purpose of Studying English

Content of Tokyo Korea School English Programs

Focus of English Partial Immersion Curriculum

Roles of Program Participants

Evaluation in the English Partial Immersion Program

English Program Curriculum Introduction

Language Arts Curriculum

Mathematics Curriculum

Science Curriculum

Physical Education Curriculum

Music Curriculum

Arts Curriculum

English Events

Communicating with Parents

The ability to communicate in English is a priceless skill because it is

used extensively around the world. At Tokyo Korean School, it is our goal

to help students become proficient in English as part of their overall

education. To help facilitate this goal, the school offers an English partial

immersion program. This document explains the philosophy behind the

program, discusses the way the program is implemented, and provides

the English curriculum for the courses of study.

Tokyo Korean School

English Education Program

Tokyo Korean School’s intensive English program began in 2002.

Prior to that time, parents were concerned that the traditional ESL

education their students were receiving did not properly prepare them for

the world at large. Parents felt that 1) English is an important skill to have if

their children are to be able to succeed as adults in an international

setting and 2) studying traditional ESL methods that are geared towards

passing entrance exams are not enough to help students reach their true

potential. However, these parents did not want to give up the

opportunity for their children to study in Korean while in Japan. To address

these concerns, the administration decided to offer students the

opportunity to study subjects in English as they would in an international

school, but at the same time have the largest percentage of their

education be in Korean. Although there have been changes in content

and staffing, the original intent of the program has remained unchanged:

to deliver an excellent English education through a rigorous curriculum

conforming to Korean and western (primarily American and Canadian)

education standards.

Immersion philosophy and practices were first established in

Canada in the 1960s. Immersion education is a system of education in

which the target language (in our case, English) is used as the means of

instruction. Students are immersed in the language as a variety of

subjects as well as everyday tasks and tasks outside the classroom are

done in that language. This is contrast to traditional ESL courses that use

the target language only as subject material. A traditional ESL program

does not look at students as people with individual needs and learning

styles.

The primary aim of the English Partial Immersion Program is to

provide students with skills needed to communicate in English, and

thereby enhance their ability to perform effectively and meet with

success in a rapidly changing global environment. It aims as well to

provide students with an understanding of the cultures of English-speaking

societies by integrating cultural study into daily instruction.

As our students do not use English for 100% of their instruction, our

school has what is called a “partial immersion program”. Partial

immersion programs are those, “in which approximately 50% of instruction

is provided in the target language. Initial literacy instruction may be

provided in either the target language or English or in both languages

simultaneously.” (Lenker, Ashley and Nancy Rhodes, Center for Applied

Linguistics, 2007, Online Resources).

Purpose of Studying English

Research confirms that knowledge of a language that is in addition

to one’s mother tongue(s) strengthens first-language skills and that the

ability to speak two or more languages generally augments reasoning,

problem-solving, and creative-thinking skills. Learning an additional

language not only strengthens students’ ability to communicate, but also

develops their ability to understand and value other cultures.

According to the American Council on the Teaching of Foreign

Languages, learning a second language at an early age...

-­‐ Has a positive effect on intellectual growth.

-­‐ Enriches and enhances a child's mental development.

-­‐ Leaves students with more flexibility in thinking, greater sensitivity

to language, and a better ear for listening.

-­‐ Improves a child's understanding of his/her native language.

-­‐ Gives a child the ability to communicate with people s/he would

otherwise not have the chance to know.

-­‐ Opens the door to other cultures and helps a child understand

and appreciate people from other countries.

-­‐ Gives a student a head start in language requirements for

college.

-­‐ Increases job opportunities in many careers where knowing

another language is a real asset.

The reason it is beneficial for students to study English as a second or

third language is that is it considered to be the “world language”.

Students can become participants in the world at large if they can speak,

read, listen, and write in English. Being proficient in English opens up

opportunities for work, higher-educational studies, travel, and information

gathering.

Content of Tokyo Korea School English Programs

At Tokyo Korean School, the English program has been designed to

meet the specific needs of our students. Because students learn more

effectively when they learn something for a purpose, English is used in a

variety of subject areas.

The following chart is a breakdown of the number of classes

students study each week in the English program:

Grade

Subject

One Two Three Four Five Six

Language Arts 3 3 5 6 6 6

Science 2 2 3 3 3 3

Mathematics 2 2 1 1 1 1

Physical Education 1 1 1

Music 1 1 1 1 1 1

Art 2 2

Total Classes taught in English

11 11 11 11 11 11

Focus of the English Partial Immersion Curriculum

In order to build confident and competent communicators of

English we focus on all four areas of language: listening, speaking, reading,

and writing. This is true not only for language arts, but for all subjects as

well as daily interactions with students inside and outside the classroom.

We follow natural language acquisition patterns. This means students

begin acquiring language first by listening, then by speaking, and then by

reading and writing.

Listening

Just as a child learns to communicate in his or her first language, the

first step to learning English as a second or third language is listening to

English being spoken. Students are provided a great deal of aural

language before they are expected to be able to effectively use oral

English. Strengthening receptive skills is used as a base to acquire

expressive skills in our program.

Oral Communication

Along with listening, speaking allows students to explore concepts

and ideas. Students use oral language to learn, identify, and solve

problems and reach goals. To become discerning, lifelong learners,

students need to develop fluency and confidence in their oral language

abilities. They benefit from many opportunities to listen and speak both

informally and formally for a variety of purposes.

There is a strong emphasis on helping students develop the oral

communication skills they need to 1) interact effectively with others and

to 2) express themselves clearly and with confidence in both familiar and

new contexts. The development of oral language provides the

foundation needed to enable students to learn to read and write.

Because students at Tokyo Korean School are not usually exposed

to English outside the school in a natural setting, they need to be explicitly

taught how to say certain phrases that they would learn naturally if living

in an English-speaking country. It is in these types of circumstances that

our program takes on some elements of a traditional E.F.L. (English as a

Foreign Language) program of studies that is often found in Korea or

Japan. What our program does, however, is takes these phrases and use

them in natural situations within the classroom instead of learning them as

isolated segments. The bulk of speaking, however, comes from the more

natural acquisition of language where students listen to English over a

period of time and then begin to incorporate the new language into their

own lexicon.

Reading

An effective reader is one who not only grasps the critical ideas

communicated in a piece of writing, but who is able to use and apply

these ideas later in new contexts. Students must, therefore, develop the

skills needed to process, analyze, and absorb information and to think

clearly, creatively, and critically. They must also develop a rich and

varied English vocabulary and read a wide variety of materials that

illustrate the many uses of writing. As much as possible, students are

exposed to “real” English as opposed to books written for the study of

English.

According to the National Institute for Literacy:

Reading is a complex system of deriving meaning from print that

requires all of the following and not just a select few that is often found in

more traditional programs:

• Phonemic awareness: the ability to notice, think about, and

work with the individual sounds in spoken words.

• Phonics: the relationships between the letters (graphemes) of

written language and the individual sounds (phonemes) of

spoken language.

• Fluency: the ability to read a text accurately and quickly.

Fluency is important because it provides a bridge between

word recognition and comprehension.

• Vocabulary: the words we must know to communicate and

understand effectively.

• Comprehension: the reason for reading. If readers can read

the words but do not understand what they are reading, they

are not really reading. Good readers are both purposeful

(they have a reason to read) and active (they think to make

sense of what they read).

(http://www.nifl.gov/research/researchdef.html)

Writing

The English Immersion curricula emphasizes the basic skills related to

the conventions of written language such as grammar, spelling,

punctuation, and the common conventions of style, form, and

presentation. These skills are considered essential because they must be

mastered if students are to produce writing that is clear and precise and

that communicates their ideas effectively. Although it is important to let

students develop writing skills as native speakers do, there are occasions

when specific skills are taught if it is deemed these skills are missing from a

student’s writing repertoire. To let students see the importance of writing,

they are given the opportunities to write for various purposes and

audiences, and encouraged to master the skills involved in writing when

working on these projects.

Roles of Program Participants

Parents

Parents are encouraged to take an active role in their child’s

acquisition of English. Whether it be using the English learned at school

with their child or taking their child to a library to read English books, the

more a parent is involved in his or her child’s acquiring English skills, the

more likely that student will succeed; studies show that students perform

better in school when their parents are involved. Even if they do not

speak or understand English, parents still have a vital role to play in

assisting their child’s learning.

Regardless of English abilities, parents can help their children

succeed in English by:

-­‐ Using simple English when possible to show English is a way to

communicate.

-­‐ Taking their children to a library that has English books.

-­‐ Encouraging their children to use entertaining and informative

English websites.

-­‐ Having their children explain what books or stories are being

done at school, even if explanation is in Korean or Japanese.

-­‐ Ensuring all homework is being completed.

-­‐ Getting their children some English activity books.

-­‐ Sitting with their children as they do homework to foster good

study skills.

-­‐ Emphasizing to their children that English classes are important.

Teachers

Teachers are responsible for developing a range of instructional

strategies based on sound learning theory. They use their professional

judgment in deciding which instructional methods best foster the learning

described in the expectations outlined in the various curricula. Their

decisions are to be based on the needs of students, the resources

available, and sound teaching techniques.

Through thoughtful planning, teachers help students acquire varied

and correct language through instruction combined with interesting and

purposeful activities involving speaking, listening, reading, writing, art,

music, and physical movement. They plan programs that enable students

to broaden their knowledge and skills by combining the study of

language with the study of other subjects.

Although this is a Korean school, English teachers utilize western

elementary teaching philosophies and practices. Covering the

curriculum objectives is only one part of what a teacher is to consider

when planning and delivering lessons. Just as important is ensuring

students receive a style of lesson as close as possible to what would be

seen in a typical western elementary school. For example, allowing

language play should be given as much credence as things such as

learning grammatical structures.

Students

Students must take responsibility for their own learning. Students are

to work not only in the classroom but also at home to complete

assignments and further their own English skills. To gain the skills needed to

effectively communicate in English, students are expected to be active

learners and participate in activities provided for them. In order to fully

succeed, students are to complete all homework given and to pay

attention in classes.

Evaluation in the English Partial Immersion Program

The English Partial Immersion Program includes both qualitative and

quantitative evaluation. Qualitative elements include observing the

student’s willingness to use English in any given situation. Quantitative

elements include looking at student achievement in all content areas as

demonstrated by classroom work and assessments. Teachers keep test

scores, anecdotal records, record of homework assignments, and so on.

A parent is welcome to see their child’s performance at any time

throughout the year. In addition to this, the teacher provides a formal

report card program at the end of each trimester.

The report card evaluation is done on a scale of one to four (or non-

applicable [n/a]) and is to help show where the student is excelling and

where he or she needs extra work. Comments are also provided that are

specific to the individual student. Comments may be made on classroom

behavior, academic achievement, or any host of criterion the teacher

deems relevant.

Report cards are given to students three times in one school year.

They are written on computer with a set of comments that the teacher

chooses from for individual students. The report cards are given in both

English and Korean. As parent involvement is essential to the success of

the Partial Immersion Program, we feel it is imperative to keep parents

informed as to their children’s progress.

The English Program Curriculum

One question probably most often asked by parents is “What

textbook do you use?” This is possibly because in Korean classes, all

teachers use textbooks mandated by the Korean board of education.

English classes, however, do not function in the same way because

western educational philosophies and teaching styles are used. Part of

our immersion program is to allow students to study the way they would in

an English-speaking country. It is felt that the cultural lessons a student

learns by seeing the way people from other countries teach and learn is

an extremely important part of learning English.

The curriculum in English-speaking countries is traditionally a set of

objectives that students are to meet. Using pre-approved texts, it is up to

the teachers to find a way to best meet these objectives for their

particular group of students. Teachers find what they feel are the best

materials and styles of teaching to meet the objectives set out in the

curriculum guide. The basic materials they have to choose from are those

selected in advance as well as other materials that are brought into the

classroom to help students achieve set goals. This means that although in

one grade and level, materials are the same from one class to the next,

the style in which these materials are used may differ.

At Tokyo Korean School, the English staff looks at each student as

someone with individual needs. They feel that each student has a

different history, different support structures at home, and basic abilities. It

is the teacher’s role to find ways to best meet the goals set forth in the

curriculum guide, but take into accounts the various learning styles and

abilities of their particular group of students.

Parents have asked in advance for the materials English teachers

will present in class. They have said that they want to “pre-teach” the

material that their child will do during class time. Again, it needs to be

noted that the goal of our program is not so students pass an external test

or get all the answers correct. Therefore, we do not expect that parents

will pre-teach the material we use. However, parents are welcome to

purchase the books we use in class if they so wish.

To understand our program, it is important to know what is in the

English program of studies’ curriculum. We educate our students to help

them meet the objectives laid out in the curriculum and not the pre-set

objectives found in a single textbook. Therefore, parents who want to

help their children can find a variety of materials that help support the

curricular objectives rather than needing the exact materials that are

used in class.

Language Arts Curriculum

Overview

At Tokyo Korean School, the language arts program is the core of

the partial immersion programs. It is through the subject of language arts

that students are exposed to rules of language as well as how to use these

rules to communicate with the broader community.

The broad goals of the language arts program are to have students

demonstrate the following:

• A positive attitude toward reading, writing, listening, and

speaking.

• An ability to read, write, listen, and speak for a variety of

purposes and audiences, in a variety of forms and situations.

• An ability to use skills and strategies to construct, extend, and

examine meaning.

• An ability to develop global understanding, interpretations, and

to respond critically and personally to written or spoken

communication.

The language arts program at Tokyo Korean School assumes that

no one strand in a language is any less or more essential than any other.

Instruction is given so that students can gain strength in reading, writing,

speaking, and listening; both expressive and receptive language skills are

dealt with. For ease of understanding, the four strands of language are

dealt with separately in this curriculum guide. In practice, however,

teachers are to focus on each of the areas, but not teach as if one strand

is isolated from any other.

Students begin their reading education using a phonics approach.

The phonics portion of the program is to enable students to develop the

needed skills to correctly identify the sounds letters and letter

combinations make. Once students have learned the letter names and

sounds, teachers will employ a more holistic method and begin to

implement various techniques to teach students how to read text. As is

evident in the curriculum guide, students gradually move from a focus on

phonics to more of a focus on grammar as they go through the grades.

This is done to reflect the process a person goes through when learning his

or her native language. The phonics portion of the program is to give the

building blocks for learning English and the grammar refines what has

been learned. Teachers try to present as close to a native English

speaking environment as possible, but also take into account that the vast

majority of our students are not part of a native English environment

outside school. This means that skills have a greater emphasis than they

would in a native English environment, but at the same time do not take

precedence over using English in a natural fashion.

At Tokyo Korean School, our student body is made up of students of

varying abilities. This is a combination of factors including natural ability,

previous exposure to English, length of time in the partial immersion

program, at-home support, and effort applied. To try to meet the needs

of as many students as possible, beginning in grade four students are

streamed into two groups for language arts classes. These are referred to

as the “A” (higher level) class and “B” (lower level) class. As the students

move up in grade, the division between these two classes becomes more

pronounced. In order to best serve the students, the learning objectives

are more complex for the “A” class than the “B” class. As it is impossible to

predict the actual level of students in either level before classes begin, it is

imperative that teachers take it upon themselves to design their lessons to

meet the needs of their particular group of students.

Our program has been designed to flow from one grade to the

other. It uses a spiral approach, which begins with the assumption that

children do all learn things at the same rate. Instead of focusing for long

periods of time on a narrow topic, the spiral approach to education tries

to expose students repeatedly to a wide variety of ideas. This way,

students can use what they already know to increase their abilities in

something new. Although concepts and ideas are repeated, they grow

progressively more difficult.

Regardless of the grade or level, students will do the following in

their language arts classes:

-­‐ Write in journals

-­‐ Take spelling tests

-­‐ Give oral presentations

-­‐ Develop basic library skills

Something that is important for parents to note is that if a child has

entered the program after the start of grade one or has not been able to

sufficiently master the objectives listed for a specific grade, it is up to the

parent with the teacher’s help to ensure that child develop the skill set

covered in the classes prior to that student’s beginning at Tokyo Korean

School.

Materials Used in the Classrooms

The vast majority of materials used in the English classrooms are teacher-

produced. Teachers adapt native-English materials so their students can

best understand them. There are materials that all teachers in each

grade must use. These are:

Grade One

- Books from the Oxford Reading Tree series – Stage One.

- Books from the Scholastic Guided Reading Program.

Grade Two

- Books from the Oxford Reading Tree series – Stages Four-Seven.

- Books from the Scholastic Guided Reading Program.

- “Raz-Kids” on-line reading program.

Grade Three

- Books from the Scholastic Guided Reading Program.

- Stories from the Houghton-Mifflin language arts series 1.3, 1.4, and

1.5

Grade Four

- Books from the Scholastic Guided Reading Program.

- Stories from the Houghton-Mifflin language arts series.

o A Level - 3.1

o B Level - 2.1

- At least one novel approved by the school for use.

Grade Five

- Books from the Scholastic Guided Reading Program.

- Stories from the Houghton-Mifflin language arts series.

o B – Level 2.2

o A –Level 3.2

- Stories from the Scholastic Literacy Place language arts series.

o A Level 3.1-3.3

- At least one novel approved by the school for use.

Grade Six

- Books from the Scholastic Guided Reading Program.

- Stories from the Houghton-Mifflin language arts series.

o B – Level 2.2

o A – Level 4

- Stories from the Scholastic Literacy Place language arts series.

o A and B – Level 3.1-3.3 and 3.4-3.6

- At least one novel approved by the school for use.

There are certain words that students need to know. These are

called “Sight Words”. They are those words that are so frequently seen in

English text that a person must be able to recognize them immediately.

The lists for grades 1-3 are shown below.

Sight words for grade one are as follows:

  a am an and are as

at ate be black blue book

boy can car come dad day

did do don’t down eat eight

fast five for four friend from

get girl give go goes good

got green had has have he

I if in is it jump

little look me mom my new nine

no not of off old on

one orange out play rain ran

red run sat saw see seven

she sit six stop ten that

the they this three to two

up want was we went will

with yellow yes you

Sight words for grade two are as follows:

after all any ask before best

better both brother brown but child

children cold drink end every fall

first Friday funny goodbye hello help

her here hers him his how

into keep large long made make

man many Monday more myself now

open over please pretty purple read

said Saturday say school second short

sing sister sleep small some soon

spring story summer Sunday take thank

them then there third Thursday under

us Wednesday what when where

white who why wide winter woman

you

Sight words for grade three are as follows:

  about above again always answer around

away beautiful because been behind believe

below bought bring brought buy call

careful carry city clean could dangerous

different does done draw drew either

enough far find flew fly round

frighten full going grew grow held

hold hurt its it’s just kind

knew know laugh learn left light

live may middle month much must

neither never once only own pull

put ready right round should start

strange sure talk tell these think

those thought today together told tomorrow

too trouble very walk warm word

work would write wrong wrote year

yesterday

Mathematics

Overview

It is expected teachers will provide the students with the

opportunities to succeed in math while at the same time, develop English

skills. Mathematics has its own language, and therefore the acquisition of

specialized vocabulary and language patterns is crucial to student

understanding and appreciation of the subject. Students are to be

encouraged to correctly use the concepts, symbols, skills, and vocabulary

in order that they can progress to more difficult material with limited

problems.

Students will learn to value mathematics, become confident in their

abilities, learn to reason mathematically, and become mathematical

problem solvers. Students will become proficient in addition and

subtraction through gaining an understanding of number sense, place

value, computation, estimation, measurement, and geometry. This will be

developed to an extent that students can increase their spatial sense to

include three-digit numbers and three-dimensional figures.

Beginning in grade three, the number of math classes drops to one

per week. This is not enough time to allow students to develop skills in

previously unknown areas, so from grade three, the focus is on helping

students be able to understand and use English to express the math

concepts they have learned in their Korean classes. Although this does

not necessarily follow the practices of immersion education, it does give

students the ability to use English in math if they need it outside of our

school’s setting.

The administration has begun to develop math textbooks for grades

4-6. Once these have been finished and published, we will be using them

in our classes to see if they are effective in meeting our students’ needs.

Science Curriculum

Overview

The Tokyo Korean School follows a hands-on or experiential

approach to science. Through scientific means, students develop a solid

base of science knowledge, apply learned knowledge to solve problems,

communicate information, use experimental design, and make

connections to science in our everyday world.

Because of the specialized needs of our students, the science

program at Tokyo Korean School follows a U.S. based curriculum, but

strives to meet the objectives that are also set out in the Korean

curriculum. This has been done by selecting topics that cover as

thoroughly as possible both curriculums. The concepts are taught in

English with the goal of students understanding these concepts to a

degree that lets them transfer their knowledge to Korean when this is

required.

Experiments are at the heart of the science program at Tokyo

Korean School, but before experiments can be done, students need

background knowledge of how science is part of our world. As students

progress in science, so too does their exposure to using an experimental

approach to learning. The basic strategy used throughout the grades

involves students being given a problem or question and then shown how

to employ various strategies to come up with answers.

The term “experiment” refers to students giving a hypothesis for a

scientific question posed, identifying materials to test their hypothesis,

following through with a logical procedure to test their questions, and

recording the results. Experiments begin in grade one with simple,

teacher lead or demonstrated procedures. As students move up through

the grades, they gradually move towards more self-initiated and

individualized experiments. In grade one, students are to learn that in

science, there is to be a question, materials, procedure, and result. At this

point, learning the concepts is to be stressed. The terms “problem”,

“hypothesis”, “equipment”, “method, and “result” are to be introduced in

grade two, but not made a core part of the course until grade three.

From grade four, students should be able to write an experiment in

traditional form using the pre-mentioned terms as headings for the various

sections of an experiment. Students are to use scientific methods for

science inquiry. These are 1) stating the problem, 2) giving a hypothesis,

3) controlling variables in an experiment, 4) testing the hypothesis, 5)

collecting data, and 6) telling the conclusion.

Comprehensive Objectives

Listed below are the overall objectives for all grades in the science

program. At the end of each year of study, students should be able to, at

an appropriate level for the given grade:

• Use observation and inquiry in the exploration of their world.

• Communicate using both the basic language and symbols of

science.

• Recognize and understand patterns and systems and their role in

predicting future events.

• Use the processes of investigation as a means to bring

understanding to the world and universe.

• Recognize responsibility for the environment and take actions

that contribute to its protection.

• Utilize equipment and materials safely and appropriately.

• Use simple instruments such as a magnifying glass with the five

senses to observe the physical environment.

• Arrange and classify objects according to attributes or properties.

• Communicate data orally and through simple graphs, pictures,

written statements, and numbers.

• Measure length, mass, and volume using standard and

nonstandard units.

• Make predictions based on patterns of observation rather than

random guesses.

• Conduct simple experiments to answer questions.

• Gather and record data in a factual manner.

This curriculum designed to provide students with a basic understanding

of:

• Life science

• Physical science

• Earth, Space, and Technology

• The human body

• Science and Daily Life

Grade One Suggested Progression of Studies

Students are naturally curious about the world around them, and

the purpose of the grade one science program is to give students the

tools necessary to discover how basic scientific principals can answer

questions they may have.

Although formal vocabulary such as “hypothesis” is introduced,

ideas such as “what I think will happen” are more important. The teacher

will pose questions to the students, elicit responses about what students

think the answer is, and then show students how to test their answers. As a

class, students will be shown how to record guesses and answers in a

logical fashion.

In addition to this, students are to be exposed to vocabulary they

will need to better describe and learn about the world in which they live.

They are also to be shown ways to classify items and illustrate their

learning so they have the basic skills needed to advance in science

throughout the grades. Although this vocabulary is important,

understanding the scientific concepts covered takes precedence in

grade one.

Each of the units (Life Science, Physical Science, Earth, Space, and

Technology, and Human Body) should take a total of one-quarter of the

school year. They are broken into suggested lessons, but as some scientific

work must be carried over a several-week period, the lessons are not

necessarily one period.

Physical Education Curriculum

Overview

Physical education is an integral part in the development of healthy

and productive citizens. It also allows students to possess the skills and

make responsible decisions individually and within groups as students,

family members, workers and citizens. The purpose of physical education

shall be to maximize each student's potential through the acquisition of

knowledge, skills and attitudes that will transfer to a healthy lifestyle.

Physical Education Curriculum Rationale

The physical education program is designed with both the physical

and cognitive development of the children in mind. It focuses on the

development of motor skills, strength, cardio-vascular fitness, aerobic and

anaerobic energy systems, and flexibility while the student is involved in

activities that develop creative thinking, problem solving and appropriate

social behavior. Physical education serves a unique purpose in providing

students with knowledge, skills, and fitness that will empower them to

develop and maintain a healthy lifestyle.

Contents of the Physical Education Program

The physical education program includes the following strands:

Physical Fitness

Movement Skills

Sport Skills, Lifetime Games, and Recreation

Personal Values and Social Experiences

Safety Skills and Attitudes

Upon exit of each level of study, students will:

• Develop the appropriate components of physical fitness.

• Know the implications of and the benefits from

involvement in physical activity.

• Value physical activity and its contributions to a healthy

lifestyle.

• Develop skills and knowledge necessary to perform a

variety of physical activities.

• Apply health and safety standards as related to self and

others.

• Demonstrate appropriate social and personal behaviors

relative to group and individual activities.

Physical education in first grade includes learning experiences

selected to meet the current and projected needs of the individual

children. The main emphasis in first grade will include fundamental motor

activities, the development of manipulative skills, and will introduce the

The main emphasis in the second grade will include movement

experiences that involve fundamental motor skills, manipulative activities

that involve the major components of physical fitness, and to

demonstrate proper social skills in physical education activities.

The main emphasis in the third grade will include movement

experiences that involve fundamental motor skills, manipulative activities

that involve the major components of physical fitness, and to

demonstrate proper social skills in physical education activities. Students

should show greater acceptance of others while doing sports as well as

increase their basic sports skills.

Music Curriculum

Overview

Music is a part of most people’s lives. It is important that students

not only be passive listeners, but active participants in music. The goal of

the music program will be to allow students to have an appreciation of

music as well as perform music themselves.

With the help of the teachers, students will learn the basic building

blocks of musical sound, including melody and rhythm. They also learn

how to produce and perform music through playing, singing, moving,

listening, and creating sound.

Teacher Role

The teacher provides students with the opportunity to sing, play

simple manufactured and homemade instruments, and learn the basics

of music theory.

The teacher is to use his or her personal musical strengths when it

comes to teaching music. Music is taught as a combination of isolated

music classes as well as in conjunction with the language arts classes. As

part of their language arts lessons, teachers are expected to incorporate

singing, making sound effects, and other elements of music. This is so

students see music as something in their everyday experiences while at

the same time acquiring skills needed to be an active participant in music.

Objectives for grades one, two, and three have been broken up

into their separate grades. For grades four, five, and six, however, the

curriculum is written as a whole. This is because it will depend on students’

overall musical background and ability as to which of the objectives can

be covered. It will be up to the teacher to decide when a class of

students is able to successfully move on to a higher-level objective. Also,

music is a cyclical subject where some objectives are covered over a

long period of time and not taught in isolation.

Arts Education Curriculum

Overview

The major aim of the Arts Education program is to enable students

to understand and value arts expressions.

Above all, the art education program should be enjoyable for

students while at the same time refine their skills and increase their

appreciation of art. A specific grid as to what teachers are to do is not

included with this curriculum guide as it is felt that teachers should use

topics or themes covered in language arts or mathematics when planning

a particular art project.

The goals of the art program are to make it possible for a student to

be able to:

• Have a basic understanding of the contributions the

arts and artists have made to societies and cultures.

• Demonstrate an awareness of the elements, principles

and processes of art.

• Increase their ability to express themselves through

languages other than spoken or written language.

• Demonstrate appropriate techniques for using art tools,

materials, and equipment.

In the production of pieces of art, the student will:

• Use two-dimensional and three-dimensional media,

techniques, tools, and processes to depict works of art

from personal observation, experience, and

imagination.

• Use art materials and tools to develop basic processes

and motor skills, in a responsible and safe style.

• Use good craftsmanship when producing works of art.

• Use and organize two and three dimensional media,

techniques, tools, and processes to produce works of

art that are derived from personal experience,

observation, or imagination.

• Use control when handling tools and materials.

• Uses good craftsmanship in producing a variety of two-

dimensional and three-dimensional media.

English Events

At Tokyo Korean School, the English program is more than just

classes. English teachers are co-homeroom teachers, work with students

to get them ready for Sports and Arts Days, supervise students during

recess and lunch, and all other duties of any other fulltime teacher.

In addition to regular classes, students can experience western

education through a variety of English events. Although English teachers

participate in almost all elements of the school, there are some programs

set up especially by the English staff for the education of our students.

One of the English department’s most popular events is the yearly

English Camp. Students have been to various camp locations, and at

each one students studied in English in the mornings, did sports and arts

activities in the afternoons, and did a variety of activities in the evening –

and all in English.

There is a yearly listening test. This test is given to students so they can

find out what their listening level is and whether or not their level increases

from year to year.

From 2009 there have been English Open House days. On these days,

English classes are open to the public for the entire day. The goal is to

have parents not only see the classes their child attend, but also have a

look at what other classes are doing in the school.

The school has had annual Science Fairs or Science Exhibits for a

number of years. This day allows parents and fellow students to see what

is going on in grades one through three science classes. It also gives

students in grades four, five, and six the chance to exhibit some of their

own experiments.

Part of the goal of the school is to get students to read information in

English for more than just to study. To this end, two library programs were

introduced in the 2011-2012 school year.

One of the library programs was the “Read Across TKS”. This was a

predominately voluntary reading incentive program. One point was given

for each book that a student read and wrote a book report for. Prizes

were given for receiving a set number of points. Over 8,000 books were

read by students in one year, which is an amazing accomplishment for

second language English readers.

The second library program was the “Sakura Medal Books Program”.

With this program, students could read up to 20 books that were chosen

as excellent literature. If a student read five books and wrote a book

report for each one, that student could vote on which book they thought

was best. The students votes from our school were combined with those

from international schools to decide which of the 20 books was the best.

The aforementioned programs are just a few of what we have done

with our students. The following activities have also been done

throughout the years:

- Speech Contest

- Drama Event

- Peace Day

- Food Drives

- Halloween Day Activities

- Winter Festival

- Classroom Door Decorating

Communicating with Parents

It is extremely important that English teachers communicate with

parents. It is only through cooperation between parents and teachers

that the students’ can experience the most out of school.

English teachers communicate with parents in a number of ways:

- Weekly or monthly newsletters – Teachers send home newsletters on

a regular basis. For grades one and two, the letters are sent home

weekly. For the other grades, monthly newsletters are sent home.

In these newsletters is information for parents so they know what is

going on in future English classes.

- Webpage – The school has an official webpage (www.tokos.ed.jp)

and in here, people can read an overview about the English

program. However, this site has not been set up so English teachers

can easily put up notices, keep in contact with parents, and offer

extension activities for students via the internet. To help alleviate

this situation, an English-only website is currently being created. We

are planning to have this in full operation by September, 2012.

- Parent-teacher interviews – Once a year the school has parent-

teacher interviews. Both parents and teachers can request to meet

and discuss individual student’s progress in the partial immersion

program.