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（１）  School Designed subject “International Understanding”; In order to integrate the “Theme-based Research”, we modified the credit of “Modern Society” from 2 to 1, so that we can upload “International Understanding” as an new subject and load 1 credit here.
・4 subjects of Theme-based Research will be lectured by TT-system from our teachers and teachers from Kobe University.
・Students should make a report of their Theme-based Research (will write a summary in English) also do Q&A and discussions.
　Subject “International Understanding” will be based by the 4 subjects of Theme-based Research. Additionally, the issues in the United Nations will also be the material to consider. Students will have a debate about the international issues and try to find solution how we can cooperate. At this moment, we had discussions about “ban the use of anti-personnel landmines”, “Reconsider about the Declaration on the Rights of Indigenous Peoples”, “Discussion: Strengthen the safety criteria of nuclear power generation”,  and “Discussion: intake of refugees”.
　Before the discussion, students divided into small groups. Each groups had their country in charge. They researched the country’s population, economy, and their foreign relation by checking in to the Ministry of Foreign Affairs of Japan to be ready for the discussion. From this data, they made a new proposal considering their country’s vision. They made a presentation about it and other every student voted which country was the best.（Picture 1・2：Activity done by the students）

Picture １　　　　　　　　　　　　Picture ２
　We are expecting that the students can realize that there are international issues, and we should find a way to solve the issues. Students should have a capacity to think logically, analyze the issues, and they should not have self-righteous ways of thinking.

（２）”ESD” as a subject：To promote the student’s knowledge, we will have “ESD: Education for Sustainable Development” as a subject.
・Curriculums will be made by respecting “ESD”.
・Teachers will take “TT method” to deepen their studies by teaching other subjects adding into their subjects.
・Student’s research studies will be added into the curriculum. 

４．What needs to make ESD class?
　It is important to find various materials to make ESD class. As an example from the ESD class teaching about world water problems, students will consider basing on the materials teachers gathered for them. In fact, having many materials does not mean that it will improve the content of discussions. If we have various ways to show other people’s ideas, and if we can show students many data, students may find their basis of controversy from the materials. If teachers take a one-sided approach, students could not find other ideas. This is the reason why we need to gather various materials. Students will need to write a feedback after the discussion. Some classes will ask you to rebuild your suggestions you had made before. Students reported that their mindset has changed by reviewing and rebuilding. ESD class is required to make a good question to the students by the theme relating to the international issues and immediate issues which students want to discuss about.

５．Our efforts of 2015
・We have the class of ESD（Education for Sustainable Development） for 2 years. It is done in the Social Studies class in 3^rd grade. Teachers from the other subjects supports for the ESD class. We locate this subject as the preparation for studies of SGH. This subject is to be the basis of the “Theme-based research” and to cultivate the students who can be the global leaders in the future.
・November　Showed ESD class
・December　UNESCO School ESD National Meeting
・February　 Showed ESD class at SGH annual debrief meeting

６．Achievement and challenges for ESD
　I would like to review the achievement and challenges of ESD class this year. For the achievement, I would like to explain from the artwork students made before summer holiday   to explain what is ESD for them and how they think about this class and also from the results of the questionnaire done in December. I used the ethnography (Narita, 2015) to see how ESD class is effecting to students. This is a way to focus and review about the study they have done in the ESD class. When looking into the student’s artworks, you can see the wide variety of their values and how they are respecting each other. You can see on the artwork student A drew about the discussion, and on student B’s drawing, you can find how he encouraged a sense of ownership.  We can see that students had improved how to respect different set of values and how to absorb the study. They are trying now to make a new ideas from the new values and ideas they have learned.
　Next, I would like to introduce about the questionnaire and how ESD class effected to the students. As you can see, most students like ESD class. As you can see in Q6, more than 90% students are thinking positively about ESD. On the other hand, in Q4, there should be challenges we should make, but I do believe that this result is from the reason “ESD has no correct answers”, so students wrote whatever they can.
　As a challenges, I should say firstly that students should have more sense of ownership. Global issues has a wide variety of difficulty and is complicating. Students should imagine and think that the issues are happening in front of them. ESD class are there for the students to learn how to deal with the issues in the future. From now on, there should be enough time for the students to think how they can connect their experience and studies so that they can find a way to solve the problem. As a second issue, they should think about the topic and find questions about it. Since the teachers has been making questions to the topic, they were just following it. We should make more opportunity to communicate and discuss about the topic to find the questions. We should improve to make this study sustainable.
  I would like to explain about the future prospects of ESD. ESD contains various areas of studies such as environment, international understanding and disaster prevention. It is clear that all teachers from each subjects should cooperate to cover up the topic. We should unite to make a community to learn and share about the ideas of ESD. We are willing to cultivate a person who can cooperate with others to make a more better world through ESD class.



Picture 2：Student AああああPicture 3：Student B


１．Measures of ESD
　Since 2015, our school is certified as a “Super Global High School(SGH)”.We aim “Development of “Global Career Person-Kobe Model”, aiming to propose solutions for Global Security”. ESD（Education for Sustainable Development）is a preparation for the students to learn the basics of our SGH goal. This means that we are trying to cultivate human resources who has basics how to deal with the global issues. When students are in 3^rd grade, they do ESD class. Other is the ESD practices we do as a school. ESD class is loaded in the 3^rd grade Social Studies class. (1 time a week, in the autumn 2 times a week) ESD practices are UNESCO school activities and being the MEXT Certified Research and Development School, Unesco School, ESDJapan-U.S. interaction program, and Artmile.

２．Overview and targets of ESD
 　This year, we aimed 2 target to operate the ESD class.

�@     Think the global issue as the issue of your own. Think logically and critically, and find solution on your own.

�A    Learn from others mind and opinions, try to structure a discussion. Think logically and critically.

  The reason why we loaded such target is because we found that the most important thing for us is to cultivate a person who can deal with the complicating issues that comes out from this globalization. Students will need to communicate and discuss to solve the issue with people around the world in the future. In order to achieve this target, we made a curriculum beforehand to operate the ESD class. The topics we cover in the ESD class has a strong relation with Social Studies. Teachers checked if the topic will be used in the Social Studies class or not before we use the topic in ESD class. In the class, students will study firstly about the local issues. Then we spread gradually into global issues. Taking this way, students will be able to recognize that the global issues are relating to our daily life.
  The ESD class enables us to share the philosophy of ESD. This year we had close communications with other associations and also cooperate with the Art and Nutrition teachers, so we were able to improve the quality of our ESD class.

３．How we did our ESD class
  In the ESD class, we make our students to think on their own about the topic and discuss in a small group.（Picture 1）。Students share their opinions by writing and presenting it on the white board.（Picture 2）。This does not mean that we ignore the discussion. We respect to input the basic learnings and overview so that they can deepen their discussion. We do this before the students do the discussion. After the students share their opinion, we go back and make each student to reconsider their opinion. By repeating this process, we made the students to circulate their mind. In addition, we made the students do the mind-map and doughnut chart.


Picture１：Discussion in a small groupaPicture 2：Share it by drawing