CGK Times
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November 2025
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CGK Times
Preschool
Preschool
Sports Day
Sports Day
Like all great sporting events, this year's Sports Day was definitely one which demonstrated the participants' athleticism, sportsmanship, and great endeavour. All of our preschool classes were magnificent in their involvement bringing to life the promises and declaration that the children made in their Athlete's Oath.
There was a lot of healthy competition on display with everyone giving their all on the courts of Yokohama Budokan. More importantly, it was great to see the children enjoy the competition and working together as a team with their classmates or older and younger peers. Congratulations to the Blue team who were the day's overall champions. But without the competition from the Green, Red, and Yellow team, our Sports Day would not have been such a great one.
Thank you once again to everyone who came to this year's Sports Day. From your hearty cheering to breaking a sweat in the tug of war and the family games, you played a big part in making this year's Sports Day a very successful one.
CGK Awards
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)
K. - for being balanced, helping both friends and teachers and showing an ability to learn from his actions.
G. - For being a risk-taker, trying new foods and eating more of his lunch, and also more confidently communicating with friends and teachers.
Jungle B (3 year-olds)
H. - For making a determined effort to eat a variety of foods, including his vegetables, to nourish his body and mind.
C. - For showing determination to ride the bus independently asking the teacher for help and trying her best.
Mountain (4 year-olds)
L. - For trying hard to open up to her friends and teachers, and always letting us know when she is happy, needs help, or feels uncomfortable.
S. - For his efforts to stop, think, and change his approach when things don't go as expected.
Sky A (5 year-olds)
K. - For exploring new ideas and being willing to share his knowledge with others.
S. - For being curious about culture and history and for trying to research answers to his questions.
Sky B (5 year-olds)
M. - For being a wonderful communicator who helps bring classmates together and encourages everyone to play and have fun.
S. - For being principled and thoughtful. She makes kind and fair choices and shows respect and consideration for others.
S. - For showing wonderful growth by becoming more reflective, noticing his actions, and trying his best to make positive choices every day.
Sky A&B (5-year-olds)
Sky A&B (5-year-olds)
Experiencing the World at Earth Plaza
Experiencing the World at Earth Plaza
The Sky A students have been busy recently as they explore culture and history during our current UOI, Where We Are in Place and Time. They have been using their natural curiosity to examine Yokohama as a city and try to figure out how the city has changed and grown through the influence of the many people who have come to be here.
This learning journey has led the Sky A students to inquire into the life of people in other countries around the world. In order to help the students deepen their understanding, and of course to have some fun, this month the class took a trip to Earth Plaza!
At Earth Plaza the students could all get hands-on experiences with many different cultural displays. From trying on clothes from Mongolia, riding a tuk-tuk from Thailand, or walking through houses from around the world, everyone was able to try something for the very first time! It was an enriching day and the students had so much fun as they excitedly experienced all of the children’s exhibitions!
The trip to Earth Plaza has really inspired the Sky A class and since then they have been asking so many questions about the various cultural things they see everyday. By being able to have an excursion like this, they have grown to be more open-minded about other cultures and more caring about the people around them. The Sky A class will continue to build on this as they continue to explore Where They Are.
Racing, Smiling, Teamwork: Sky Class in Action
Racing, Smiling, Teamwork: Sky Class in Action
Earlier this month, our class joined Sky A Class for a visit to the farm, where the children had the opportunity to go sweet potato digging. It was wonderful to see the students working side by side as they searched through the soil. Many of the potatoes were surprisingly big, and the children quickly learned that teamwork made the job easier. They encouraged one another, shared ideas, and celebrated each successful discovery.
This experience connected meaningfully to our Unit of Inquiry as we reflected on how people in the past had to grow and gather their own food. By digging the potatoes themselves, the children were able to feel the effort and cooperation that goes into feeding a community. Bringing the potatoes home helped complete the learning cycle, giving families a chance to cook or enjoy the harvest together.
The trip offered hands-on learning, collaboration, and an appreciation for the work behind the food we eat, making it a memorable experience for everyone.
横浜から世界へ！広がる探究の輪
横浜から世界へ！広がる探究の輪
今月、子どもたちは「横浜の今と昔」について学びながら、そこから世界へと興味を広げていきました。今回のユニットの探究の的（Lines of inquiry）のひとつ、
“How history, culture and innovations affect each other ― 歴史や文化や発明はどのように繋がっているのか”をテーマに、外国の文化や道具、建物がどのように日本へ伝わり、どんな背景があるのかを考えました。
探究の舞台となったのは、山手にある洋館、日本丸、そして横浜みなと博物館です。「ここ行ったことある！」「見たことある！」と嬉しそうに教えてくれる子も多く、知っている場所でも改めて訪れると“新しい発見”がたくさんありました。
港の見える丘公園にあるイギリス館では、外観を見ながら「日本のおうちとちがうね！」と建物の構造の違いに気づいたり、横浜港の開港やペリー来航の話を聞きながら「なんで？」「どうなったの？」「何のため？」と、歴史の背景へ興味をどんどん深める姿が見られました。
子どもたちの“なぜ？”から始まる探究の輪が、横浜から世界へ、さらに大きく広がっています。来月も、子どもたちと共にその広がりを大切に育てていきたいと思います。
Mountain (4-year-olds)
Mountain (4-year-olds)
Inspiration! Imagination! Creativity!
Inspiration! Imagination! Creativity!
As a meaningful extension of our in-school inquiries, Mountain friends continued their exploration of food, nature, and community through a hands-on farming experience. Earlier in the year, the children planted sweet potatoes during the summer season. This month, with great excitement and curiosity, we returned to the farm to harvest the results of their hard work.
On a crisp autumn morning, the fields were full of energy as Mountain friends worked together to dig, pull, search, and discover more potatoes than we ever imagined! Some children found tiny potatoes hiding under the soil, while others unearthed giant ones that required teamwork to lift. The joy, surprise, and sense of achievement on their faces were wonderful to see.
This experience acted as a reminder of our previous Unit of Inquiry, “Sharing the Planet,” through themes of seasonal changes, life cycles, and understanding where our food comes from. Through this learning engagement, students strengthened their understanding of:
the relationship between people, plants, and the environment;
observing how the plants transformed from the summer planting to the autumn harvest;
helping classmates dig and celebrating each other’s discoveries;
engaging in outdoor physical activity while managing teamwork and emotions through excitement
Experiences like this help young learners build a deeper appreciation for nature and the food we eat, fostering early foundations for sustainability and healthy living. It also reinforces that learning doesn’t only happen inside the classroom—the world around us becomes a powerful teaching tool.
It was a day full of wonder, cooperation, and authentic, hands-on learning.
手話を通して深まる思いやりと表現力
手話を通して深まる思いやりと表現力
現在、子どもたちは Unit of Inquiry(UOI)のテーマ “How we express ourselves” に取り組んでいます。日本語の時間では「手話」を通して、言葉や気持ちの伝え方について学びました。
まず、耳が聞こえない人や話すことが難しい人が、どのように自分の思いや考えを伝えているのかをみんなで考えました。声を使わなくても、手の動きや表情だけでたくさんのメッセージが伝えられることを知り、子どもたちは大きな興味を示していました。
実際に手話を使ってみると、「話さなくても伝わる」体験が子どもたちにとって新鮮だったようで、「もっと手話で伝えられるようになりたい！」という気持ちが自然と生まれていきました。挨拶や簡単な言葉など、使える手話が増えるたびに自信も深まり、友だち同士で楽しそうに手話を使い合う姿が印象的でした。
また、クラスの前で「あなたの名前は何ですか？」「私の名前は〇〇です」という手話の発表にも挑戦しました。人前で手話を使って伝える経験を通して、子どもたちは表現することへの自信をさらに高めることができました。
さらに、日本語を母語としない子どもたちも、手話のレッスンでは積極的に参加する姿が見られました。声に頼らずに表現できる手話だからこそ、誰もが同じスタートラインに立てる体験となり、クラスみんなで学びを共有することができました。
手話を学んだことで、子どもたちは「伝える手段はひとつではない」という大切な気づきを得ました。これからも、さまざまな表現方法を学びながら、自分らしさを発揮し、人とつながる力を育んでいきたいと思います。
Jungle A (3-year-olds)
Jungle A (3-year-olds)
Student Led Conferences
Student Led Conferences
This year is flying by and it is already time for our Student Led Conferences! For those of you who are unfamiliar with the concept, this will be an opportunity for the students to take on a more leadership type role, showing you what they have been doing in the classroom, with minimal help from the teachers! The students have already begun to think about what kind of things they would like to share and how they would like to present it, and we are really excited to see them take on such a unique challenge. More information will be provided before the day about what to expect, however for reference it will be very different to a usual 'parent teacher conference' - the main aim of the day being for your children to share their school lives with you in their own way! This kind of set up is definitely something that many of us will have little to no experience of so please feel free to reach out and ask questions, but remember that you can also ask your children! Jungle A have already made such a wonderful amount of progress, and we have no doubt that they are so excited to share with you in December.
イベント尽くし！
イベント尽くし！
10月末から11月頭にかけて、CGKではイベントが盛りだくさんでしたね。子どもたちは、自分たちの主体性やアイデアを大切にしながら、どのイベントの準備や練習にも一生懸命取り組んでいました。
スクールフェスティバルや秋祭り（Harvest Event）では、ジャックオランタンやおばけ、モンスターなど、ハロウィンにちなんだモチーフを思い浮かべながら絵の具で色塗りをしたり、トリックオアトリート用の袋を作ったりと、準備を通して季節の行事も楽しむことができました♪
特に秋祭り当日は、子どもたちは自分の好きなコスチュームを着て登校できることをとても楽しみにしており、プリンセスや警察官など、素敵な衣装を嬉しそうに見せてくれました。
そのあとには、すぐにSports Dayがありました！自分のチームを覚えるところから始まり、仲間と協力する大切さや勝ち負けの経験を通して、子どもたちは一生懸命練習に取り組みました。Jungleクラスのゲームでは、チームワークをしっかり発揮し、Teamゲームではお兄さん・お姉さんに助けてもらいながら、さまざまな競技に挑戦しながら楽しんでいました。
また、保護者競技では大好きなお父さん・お母さんと一緒に走ることができ、とても嬉しそうな笑顔が見られました。ご参加いただいた保護者の皆さま、ありがとうございました。
クラス全体の団結力がどんどん高まっているJungleクラス。これからもみんなで、いろいろなことに挑戦していきたいと思います！
Jungle B (3-year-olds)
Jungle B (3-year-olds)
Plants, Animals, and Humans - Oh My!
Plants, Animals, and Humans - Oh My!
In Jungle B, we’ve launched our new Unit of Inquiry, How the World Works, with a focus on movement, living vs. non-living things, and habitats. We began with a fun provocation into movement: exploring how and why things move faster or slower, and how different animals travel in their environments. Students experimented with toy cars on ramps, paper helicopters, parachutes, and more. Their growing curiosity about animals naturally led us to tune in to a deeper question: What exactly makes something living or non-living?
This curiosity guided us into rich conversations about life. When first asked, students shared charming and imaginative ideas, like “Trees aren’t living because they can’t fit in a house” and “Cars are living because their tires move.” From there, we explored the characteristics of living things, discussing life cycles and what all living things need to survive, such as nutrients, water, and the right conditions. To extend this learning, we planted seeds in class and will observe them closely over time, noticing what grows, what doesn’t, and what we might do to help our plants thrive. Alongside this, our interest in animals has continued to grow; the children have been drawing zoo animals they’d love to see, sparking thoughtful discussions about different habitats and the diversity of living creatures in our world.
生きているものと生きていないもの ～違いはなんだろう？～
生きているものと生きていないもの ～違いはなんだろう？～
11月に入り、3つ目のUOIユニット「How the World Works」が本格的にスタートしました。
まず初めに、「生きているってどういうこと？」「生きているものと生きていないものの違いは？」という質問を子どもたちに投げかけ、身近なものを例にしながら分類ゲームを通して、それぞれの考えを発表してもらいました。
人間や動物の区別は簡単にできた一方で、子どもたちが一番迷ったのは “植物・食べ物・乗り物” でした。「バスは動くから生きているよ！」「お魚は生きているけど食べることもあるよね？」「ぼくって生きてる？」など、子どもらしい純粋な考えがたくさん飛び出し、まっさらな視点だからこその発想はとても面白く、思わずこちらも感心させられるレッスンとなりました。
次に、生きているものを理解するため、自分が生きるために“必要なもの”について考えました。食べ物・飲み物・家族・友達・先生・生活習慣…そして、自分が“好きなもの”を選んで貼る子の姿もとても微笑ましく、子どもたちの心の動きを感じられる活動になりました。少しずつ「生きるために必要なこと」への理解が深まっている様子が見られます。また、電気・ガソリン・充電などのエネルギーで動くものは“生きていない”と理解し始めつつも、「でもやっぱりバスは動くから生きているのでは？」と疑問を持ち続ける姿は、3・4歳児のピュアな探究心そのものです。
生息地や食べ物をテーマにしたプレイベースの活動では、海の感覚遊びボックス(センサリーボックス)や動物フィギュア、おままごとセットなどを使いながら、一人ひとりにインタビューすることで、理解の深まりや疑問、ユニークな発想を沢山聞くことができました。中には、自分たちが普段食べているものも、いただく前は“生きているもの”だったと気づき始めた子もおり、食育の第一歩にもつながっています。
ただ正しい答えを教えるのではなく、遊び・経験・リサーチを通して「なぜそうなのか？」を自分で考えていくことを大切にし、子どもたちの思考を尊重しながらも、少しずつ事実理解へ導くようなレッスンをこれからも続けていきたいと思います。
Ocean (2-year-olds)
Ocean (2-year-olds)
Expressing Ourselves Without Words
Expressing Ourselves Without Words
In the first CGK Times letter of the year, I shared how we hope to nurture the IB learner profile within our students; especially the attribute of being risk-takers. For many adults, this word brings to mind images of skydiving or deep-sea adventures. But in our 2–3 year old class, “risk” looks very different. It is smaller, gentler, and rooted in the everyday challenges that help children grow.
So what does being a risk-taker mean for our youngest learners?
For some children, it is as simple and as brave as trying a new food. Almost daily, our students encounter a vegetable they’ve never seen before or a familiar ingredient prepared in a new way. In Ocean Class, we encourage everyone to take at least one bite of each item on their plate. These tiny acts of courage often lead to big discoveries: “The carrots are delicious!” or “I didn’t know I liked chickpeas!” Each new flavor is a moment of learning and a gentle push beyond their comfort zone.
Another wonderful example of risk-taking happened during our class walk to a park farther away than we had ever gone before. This was the longest journey our Ocean friends had taken on foot, and it required stamina, trust, and a sense of adventure. The children embraced the challenge with enthusiasm. They held hands, cheering each other one, and we even stopped to take a photo next to Pikachu! Their accomplishment was more than just a long walk; it was a lesson in perseverance and confidence.
These experiences, trying a new taste, taking a longer step, exploring something unfamiliar, are the foundations of what it means to be a risk-taker at this age. By encouraging children to approach new situations with curiosity and courage, we help them build the confidence they’ll carry into future learning.
In Ocean Class, we celebrate these small but meaningful moments. Every new bite, every new step, and every brave attempt is a reminder that even our littlest learners are capable of big, bold growth.
初めてのイベント盛りだくさん！！
初めてのイベント盛りだくさん！！
秋には School Festival、Harvest Festival、Sports Day と、さまざまなイベントを経験した子どもたち。慣れない環境や大勢の人の中で過ごすこともあり、ワクワクした気持ちだけでなく、緊張や不安など、さまざまな感情を抱く時間となりました。
子どもたちにとって初めての School FestivalやHarvest Festival。イベントに向けて、各ゲームの準備や装飾作りに取り組みました。準備段階から参加することで当日への期待が高まり、自分たちが作ったものを当日、実際に見ることで、より楽しむことができるようにというねらいもありました。School Festival では、会場の雰囲気に慣れるまで時間がかかった子もいましたが、少しずつ笑顔が見られるようになり、友だちやご家族と楽しむ姿が見られました。また、普段は関わりの少ない関内校の先生たちともコミュニケーションをとり、振り返りの際には「ドキドキしたけど楽しかった！」と自分の気持ちを言葉で伝えてくれました。
Harvest Festival では、お気に入りのコスチュームに身を包み、Trick or treating に出かけました。さまざまな場所で少し緊張しながらも、「Trick or treat!」と元気に伝え、お菓子をもらえるととても嬉しそうにしていた Ocean クラスの子どもたちでした。
Sports Day に向けては、楽しみながら思い切り体を動かしたり、友だちを応援したりすることにも挑戦しました。勝ち負けへのこだわりはまだ強くありませんが、かけっこでは「〇〇が早かった！」「〇〇が一番！」と自分や友だちの頑張りを認める姿が見られました。また、赤・黄・緑・青のチームカラーを覚え、自分のチームだけでなく友だちのチームも覚える様子から、子どもたちにとって友だちの存在が日々大きくなっていることを改めて感じました。
普段の学校生活だけでなく、イベントを通してさまざまな感情を味わい、友だちと協力しながら大きく成長した子どもたち。これからのイベントやその準備の過程を通して、Oceanクラスの子どもたちが、さらにそしてどのように成長していくのか楽しみにしています。
Elementary School / Middle School
Elementary School / Middle School
CGK Festival Student/Faculty Performances
CGK Festival Student/Faculty Performances
Performance is an interesting idea. Get up in front of a bunch of people you don’t know, or more stressing people who hold opinions you care about. Why do people do this? Why do my teachers think this is a good idea?
As a person who has personally struggled with stage fright, I understand student apprehension when it comes to performing. Presentation becomes the subject of importance. While process, planning, and practicing is important for inquiry, becoming a thinker, and becoming more knowledgeable, presentation gives us the opportunity to become risk-takers, communicators, open-minded, and gives us the opportunity to be reflective. It expands our courage, makes us better communicators, and gives us new perspectives and brings us closer to our friends, co-workers, and classmates.
Presenting is a life skill that crosses many different disciplines. Job interviews, public speaking, and other various presentation skills. It also allows for an interesting outlet for creativity of students. This year, I would like to talk about a couple classes whose performances showed a lot of learning.
Grade 5 showed great interest in their song, Turn the World Around. The main feature of the song is singing two different melodies at the same time (partner song) which they did very well, showcasing how their musical abilities have improved within the short time they have been at CGK. What was most impressive was their teamwork in deciding how they wanted to present. First, they put themselves into two groups. Next, they decided the would sing facing each other; a choice I thought was strange at first, but worked well in practice. During their group’s part, they would step forward and sing and when their part ended, they would step back. Finally, they added percussion instruments to the transitional sections to add a little variation to the performance.
Grade 3’s biggest challenge was deciding which song they wanted to perform. They decided on Tomorrow from “Annie” while saving another song they worked on for another future performance… While grade 3 was learning recorder, some students felt disappointed that they had not thought about performing on recorder for the festival. Working with their teacher, they were able to put together a quick arrangement. Students were then able to perform two songs back to back showing strength in their diversified abilities. In preparation, they showed great communication, principles, and caring. In performance, they showed skills as risk-takers and open-mindedness.
On a final note, this is the second year that teachers from CGK have put together a band for the festival. In addition to it being a fun part of the festival that students and parents can enjoy, it also sets a very important example for students to not be afraid of performing. Mistakes are part of the game. While we were able to put together a few practices we did have a few mistakes, especially on the intro to one of our songs where I did not communicate clearly when another band member should enter. Showing teachers who normalize lifelong learning and being okay with making mistakes sets a precedent for other students who may be afraid of making mistakes but want to try becoming a risk-taker. Making mistakes in a safe space where you can trust others makes a difference.
Afterschool
Afterschool
After School Class A: Winter Festival!
After School Class A: Winter Festival!
For Thursday's project, Class A has been working on organising and hosting a winter-themed festival for their families as part of their presentation week.
This project has provided students with a valuable opportunity to develop key skills such as time management, planning, teamwork, creative problem-solving, and envisioning outcomes. In various groups, students have created games, designed stamp cards, produced their own T-shirts, crafted artwork for a gallery display, prepared decorations, and even made prizes for festival participants.
It has been a pleasure to observe the students communicating, collaborating, and generating ideas with minimal teacher guidance. This has been our most student-led project of the week, with the class taking full ownership of the process and showing great enthusiasm as they prepare to share their work with their families.
Additionally, this format has helped ease some of the students’ presentation nerves, as they appear more comfortable engaging in an interactive event rather than relying solely on public speaking.
When designing their T-shirts, students were given complete creative freedom with one guiding rule: each design had to incorporate a class logo. After presenting their ideas to one another, the class voted for their favourite design. The winning logo now appears on every shirt, giving Class A a unified look for our festival day.
We look forward to celebrating the students’ hard work and creativity at our festival!
Regards,
Ms. Amy
Class A Teacher
Study Abroad and Global Initiatives
海外留学・グローバルの取り組み
Study Abroad and Global Initiatives
海外留学・グローバルの取り組み
2025 Summer CGK Study Abroad
2025 Summer CGK Study Abroad
Australia
Canada
New Zealand
2025年のCGKから海外留学参加者・予定者は合計24名。
夏休みを利用した短期留学も大変盛り上がり、オーストラリア・ニュージーランド・カナダでの単身留学や親子留学が次々と実現しています。
✦この夏のハイライト
CGKプリスクール卒業生・アフタースクールの1年生がカナダへ単身留学を実現！
CGK初等部1年生がオーストラリアのIB PYP校に初めて留学！
G7生の単身長期留学がスタート！
それぞれが留学の挑戦を通じて、自分の力を広げ、自信を持って帰国することができました。
オーストラリア
St. Paul’s School（私立一貫校）
Essendon North Primary School（公立小学校・IB PYP校）
Ipswich Girls' Grammar School (私立女子一貫校)
Browns English Language School（語学学校）
Guardian Childcare & Education South Melbourne (保育園)ニュージーランド
Belmont Intermediate School（公立中学校）カナダ
Global College Camp
Assumption College Catholic Middle School（公立中学校）
St. James Catholic Elementary School（公立小学校）
CGKは、子どもたち一人ひとりの挑戦を大切にしながら、これからも丁寧にサポートしてまいります。ニーズや期間に応じて、安心して学べる留学先をご提案します。
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.
Deadline for Application – New Zealand Spring Study Abroad Program
The application deadline for the New Zealand Spring Study Abroad Program is Monday, December 8.
If you wish to participate, please send a message to Mayu via Toddle and include the following information.
Also, please attach a copy of the passport(s) for all participants.
Name of school you wish to attend: Owairoa Primary School or Gulf Harbour School
Study abroad type: Parent-Child Program or Independent Student Program
Number of participants: e.g., 1 parent, 1 student
Length of stay: Please specify your preferred duration (minimum of 2 weeks)
Preferred dates: Please specify your preferred period starting from March 2026
Please note that schools in New Zealand close for the summer holidays from December 19 until February, so all applications for the spring program must be completed within this year.
If you are interested but cannot complete the application by the deadline, please contact Mayu for consultation.
Kindly note that Mayu will be away from December 1 (Mon) to December 10 (Wed), so replies to messages received during this period will be sent after Thursday, December 11.
We appreciate your understanding and cooperation.
ニュージーランド春留学 お申込み締切について
ニュージーランド春留学のお申込み締切は
12月8日(月)までとなります。
参加をご希望の方は、ToddleにてMayuまでメッセージをお送りください。
その際、以下の内容をお知らせください。また、参加される方全員のパスポートのコピーをお送りください。
◎留学先学校名： オワイロア小学校 または ガルフハーバースクール
◎留学タイプ： 親子留学 または 単身留学
◎参加人数： 例）保護者1名、生徒1名
◎留学期間： 2週間以上でご希望期間をお知らせください
◎留学日程： 2026年3月以降でご希望時期をお知らせください
ニュージーランドの学校は12月19日が年内最終日となり、翌年2月頃まで学校は休校期間となります。そのため、春留学のお申込みは年内に完了する必要があります。
もし参加を希望されているものの、締切日までにお申込みが難しい場合は、一度Mayuまでご相談ください。
なお、12月1日(月)～12月10日(水)の期間は不在のため、いただいたご連絡へのお返事は 12月11日(木)以降 に順次対応させていただきます。
ご理解とご協力のほど、よろしくお願いいたします。
Study Abroad Highlights (Video)
Study Abroad Highlights (Video)
[Study Abroad in NZ] Owairoa Primary School
【ニュージーランド親子留学】Owairoa Primary School
[ES Solo Study Abroad in NZ] Gulf Harbour School
【小学生単身ニュージーランド留学】Gulf Harbour School
[Study Abroad in NZ] Owairoa Primary School (5 year olds)
【5歳のニュージーランド親子留学】オワイロア小学校
[ES Solo Study Abroad in Canada] Summer Camp in Vancouver
【小学生単身カナダ留学】サマーキャンプ in バンクーバー
Currently recruiting participants for study abroad programs
◆現在参加者募集中の留学プログラム◆
Currently recruiting participants for study abroad programs
◆現在参加者募集中の留学プログラム◆
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
海外からの短期留学生受け入れ ～ホストファミリー募集～
Accepting short-term international students from overseas - Wanted host families
海外からの短期留学生受け入れ ～ホストファミリー募集～
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).
CGKでは海外からの留学生を積極的に受け入れ、多文化共生を推進していきます。異なる文化や環境で育った生徒たちが交流し、助け合うことで、クラス全体に豊かな多様性がもたらされます。この多様な環境は、生徒一人ひとりに異なる視点を学び、相互理解を深める貴重な機会を提供します。
CGKは、この多様性が教育的な成果を高めると信じています。異なる背景を持つ生徒たちが共に学び、協力することで、グローバルな視野を持つリーダーとして成長することが期待されます。さらに、多様な意見や価値観に触れることで、寛容さや共感力も育まれます。
短期留学生受け入れの環境を整えるため、ホストファミリーを募集しています。CGKファミリーの方でホストファミリー登録にご興味のある方は、OfficeのMayuまでご連絡ください(Toddle可)。
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