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CONTENTS
About GPSC
Previous projects of US-Japan Foundation
School to school exchange programs
Leadership development
Program development
 
School to school exchange programs
Exchange programs between Shinonome Junior High School attached to Hiroshima University and Exploris Middle School run by Exploris Museum
1.Location of the schools@@@@
2.The year of concluding the agreement of a sister school relation
3.Outline of the exchange program

4.Details of the exchange program
@ i1jStudentsf mutual exchange activities (The academic year of 2003)
@
i2jStudentsf mutual exchange activities (The academic year of 2004)

Location of the schools
Shinonome Junior High School attached to Hiroshima University: Hiroshima City, Hiroshima
Exploris Middle School: Raleigh, North Carolina, USA
The year of concluding the agreement of a sister school relation
‚Q‚O‚O‚P
Outline of the exchange program
Our school began the exchange program with Exploris Middle School in 2000. Motivated by the experience of taking part in the Global Partnership School Project in 1999, teachers at our school visited Exploris Middle School as part of the project in April of the following year. In June of the same year, teachers at Exploris Middle School visited our school to discuss future interactions among students using e-mails, art works, and videoletters.
We continued teachersf mutual visits to schools in 2001, which further promoted activities based on daily classes of subjects as well as the Periods for Integrated Study. As our hope to establish a sister school relation got stronger, we performed a signing ceremony to agree on a sister school relation in July, 2001, when teachers from Exploris Middle School visited our school.
In August, 2003, seven students from our school visited Exploris Middle School for the first time with their teachers. In June, 2004, seven students from Exploris Middle School visited our school with their teachers. As these instances demonstrate, studentsf mutual visits were added to teachersf mutual visits that we had done every year. This academic year, we will have visitors from Exploris Middle School for the second time in June, and we will visit their school for the third time in August.
In addition to these mutual visits and inter-subject exchange activities, students at both schools have been conducting collaborative research as a new attempt since last academic year. They are currently implementing research activities about the topic of gwater,h and they will give presentations and exchange opinions about the research at the visit in June.
Details of the exchange program
i1j Studentsf mutual exchange activities (The academic year of 2003)
 
1) Objectives of the studentsf mutual exchange activities
ETo develop studentsf nature and abilities as a world citizen of the future.
ETo promote intercultural and international understanding through exchange programs.
ETo broaden international understanding through international exchanges, field trips and community experiences.
   
2) Contents of the exchanges
@ With the Global Partnership School Project, we have been planning and implementing activities to promote international exchange since the academic year of 1999. What is most important is that we continued exchanges with Exploris Middle School in North Carolina, USA, with which we signed to become sister schools at our school in June in the academic year of 2001, and that this continuous efforts enabled us to let students at our school visit their school in the academic year of 2003 as we have desired for a long time.
Students who visited Exploris Middle School were selected through public applications, which were followed by essay writing (about what they want to do for the exchanges), an interview in Japanese, and an interview in English. As schoolfs representatives, we selected four 8th-grade students, and three 9th-grade students (three male and four female students). These students then participated in training workshops (to get ready as school representatives, to practice English conversation, and so on) and prepared for the trips (to prepare speeches to give at Exploris, to create souvenirs from the school) during and around the summer vacation.
Seven students and three teachers visited Exploris Middle School from August 23 to 31 and had exchanges. Every student joined a certain grade by attending classes as well as giving lectures to introduce the Japanese culture. They also had a homestay and experienced the life style of American families. After coming back to Japan, they held a report meeting at school on September 19, and reported to all the students at school that they had a meaningful visit.
They continued exchanges by letters and e-mails. As students at Exploris Middle School wrote to us to tell us about their experiences, students at our school wrote a response letter with words of encouragement, with those who are enrolled in elective English classes taking a leading part.
         
   
£Meeting their host families   £Attending classes at Exploris M.S.   £With her host family (1)
   
3) Outcomes and issues for the future
@Having realized our studentsf visit to Exploris Middle School, our school strengthened the exchanges with the school, and we believe that this is a valuable outcome. Furthermore, we will have students and teachers visiting our school from Exploris Middle School at the end of June next academic year, and the preparation is going smoothly. We now have an executive committee organized by parents, which helps promote the cooperation for various matters such as the visiting studentsf homestay. We are also planning the second visit of our students to Exploris Middle School in summer of the next academic year. We would like to continue studentsf mutual visits on a regular basis. We would also like to discuss collaborative research among teachers at every visit to each other. Succeeding to the will of the late Dr. Spence, who played a pivotal role in the Global Partnership School Project and devoted himself to encourage the exchanges between our school and Exploris Middle School, we would like to aim to develop exchanges in the next academic year and after.
   
(2) Studentsf mutual exchange activities (The academic year of 2004)
 
1) Objectives of the studentsf mutual exchange activities
E To develop studentsf nature and abilities as a world citizen of the future.
E To promote intercultural and international understanding through exchange programs.
E To broaden international understanding through international exchanges, field trips and community experiences.
E To deepen the research activities through international collaborative research and international exchange education.
   
2) Contents of the exchanges
  @This is the first academic year of the official mutual school visits, with the Exploris Middle School studentsf first visit to our school and our studentsf second visit to their school.
Calling the week of June gExploris Week,h when students and teachers from Exploris Middle School visit our school, our school began preparing for their visit in April during the periods of elective classes and the Periods for Integrated Study, and we made every effort so that the visitors can understand the city of Hiroshima and the Japanese culture better. Seven students and three teachers from Exploris Middle School were involved in a wide range of exchanges, such as joining classes at our school, trying elementary school meals, and attending a tea party organized by the PTA. At a farewell party, students performed taiko drums, kendo (Japanese fencing), hagoita (a Japanese battledore), Japanese songs, a play in English, the school song in sign language, and so on, and everyone was impressed by their performance.
In August, we had our second visit to Exploris Middle School (three teachers, four 8th-grade female students, and three 9th-grade female students). On this visit, we set up a meeting to discuss future directions of the collaborative research between the group in the Periods for Integrated Study and Exploris Middle School. In addition, we had a chance to see what Exploris Middle School was working on regarding the Hiroshima Peace Declaration. Our students also introduced our school and a picture-story show of Momotaro (Peach Boy) in English, while teachers offered classes of kendo (Japanese fencing) as well as a Japanese tea party. These activities were appreciated by the students and the parents at Exploris Middle School. Our students also had a homestay as last year, which let them experience a life style of American families. After coming back to Japan, we had a report meeting about the visit on October 20, which was during the Culture Month, and reported to all the students at our school that it was a significant visit.
         
   
£An exchange class
(Introducing school life to each other)
  £Cultural exchange
(Tea ceremony)
  £Saying good-bye
   
3) Outcomes and issues for the future
@This academic year, making Exploris Middle School studentsf and teacherfs visit happen, we believe that our exchange which we began in August of the last academic year was enhanced, and it is a significant outcome. Furthermore, we had our studentsf second visit at the end of August, which promoted further mutual exchanges smoothly. Especially on this visit, we confirmed the future direction of our collaborative research on the topic of gwater,h and we were able to step forward on the gresearchh exchanges. This is an important outcome. Now that we have an executive committee organized by parents, many parents could also experience exchanges by planning activities such as a tea party. How we can spend the Periods for Integrated Study and the Periods of Discretion effectively and process the preparation will be our topic for the next academic year. Making the best use of this academic yearfs outcomes, we would like to aim to promote further exchanges.