CURRICULUM IN JAPAN

Learning Chinese characters The Ministry of Education, Culture, Sports, Science and Technology
prepares guidelines containing basic outlines of each subject taught in Japanese schools and the
objectives and content of teaching in each grade. Revised every 10 years or so, these guidelines are
followed by schools nationwide. [Source: Web-Japan, Ministry of Foreign Affairs, Japan]
All elementary, junior high, and high schools are obliged to use text books that have been evaluated
and approved by the Ministry of Education, Culture, Sports, Science and Technology. The purpose
of the official authorization system, which has been in effect since 1886, is the standardization of
education and the maintenance of objectivity and neutrality on political and religious issues. A
system of free distribution of textbooks for compulsory education was established in 1963. The
textbooks used in each public school district are chosen from among governmentauthorized
candidates by the local board of education based on a review by the prefectural board of education.
At private schools, the school principal is responsible for the choice. [Ibid]
The detailed curriculum in each school level, the general objectives of each subject, and aims and
contents of each school year for each subject are precisely controlled by the National Course of
Study. It may seem that the national government limits and controls the contents of education and its
teaching methods; however, the Course of Study only presents the frame structure of the teaching
and the classroom teacher has the liberty of the details presented. The Course of Study is revised
once every decade or so. [Source: Yoshiro Hatano, Ph.D. and Tsuguo Shimazaki Encyclopedia of
Sexuality, 1997 hu-berlin.de/sexology ++]
As in some other countries, the Ministry of Education provides a list of approved textbooks from
which teachers select those to be used in their classes. It is true that sometimes court cases have
arisen about the suitability of the national policy on textbooks, questioning whether the government
is interfering with education, whether the examination/approval system conflicts with the
Constitution, or whether the system infringes on the freedom of expression. However, so far the
system is functioning well with individual schools and teachers free to choose classroom content and
presentations aside from government approval of texts and teaching materials. ++
The elementary school curriculum covers Japanese, social studies, mathematics, science, music,
arts and handicrafts, homemaking and physical education. At this stage, much time and emphasis is
given to music, fine arts and physical education. Once-a-week moral education classes were re-
introduced into the curriculum in 1959, but these classes together with the earlier emphasis on non-
academic subjects are part of its "whole person" education which is seen as the main task of the
elementary school system. Moral education is also seen as more effectively carried on through the
school routine and daily interactions that go on during the class cleaning and school lunch activities.
[Source: Education in Japan website educationinjapan.wordpress.com **]
The middle curriculum includes Japanese, mathematics, social studies, science, English, music, art,
physical education, field trips, clubs and homeroom time. Students now receive instruction from
specialist subject teachers. The pace is quick and instruction is text-book bound because teachers
have to cover a lot of ground in preparation for high-school entrance examinations. High schools
adopt highly divergent high school curricula, the content may contain general or highly specialized
subjects depending on the different types of high schools. **
Elementary school children spend a large share of their time in school learning how to write and
read Japanese katagana, hiragana and kanji. Most students learn the English alphabet in the 4th
grade. Some have a foreign native English speaker drop by their classroom for an hour once a
month in the 6th grade. Schools often stop teaching modern history around 1930. Many students
receive only a brief overview of 20th century history because teachers run out of time. New primary
school textbooks issued in 2011 are noticeably thicker as extra pages have been added to cover all
the material that has been deemed necessary to cover by new curriculum guidelines. Science-
oriented high schools often don't teach history. As requirements now stand, Japanese high school
students are required to take two years of geography and history. One study found about 30 percent
of students chose not to study Japanese history.
See Textbooks, World War II

Objectives of the Japanese High School Curriculums

In the late 1990s, an effort was made to make the curriculum less demanding and lessen the work
load in public schools---by decreasing class hours and curriculum content’so slow students wouldn't
fall behind and all students would have more time for hobbies and family. The goal was to develop a
“zest for living” and foster creativity and self-expression.
The result of this “cram-free” education was that more parents sent their children to cram schools
because they didn't want their children to lose an edge in passing school exams. In many cases this
resulted in students studying material above their grade level in the cram schools. By the time the
teachers introduced the same material in regular schools they already knew it.
The traditional emphasis of the curriculum has been on preparing students for tests. In the early
2000s, an effort was made to teach students “living skills” and the importance of self-motivation and
emphasize reasoning and independent thinking rather than memorization. The only problem was
that teachers were not prepared to deal with all the guidelines and demands thrown at them. Some
of the changes asked of them required them to make major changes in their teaching styles.
In the mid 2000s, high schools were required to teach certain classes that many schools never did
teach. In some cases the schools falsified reports given to the government that they did teach the
classes, in one case even making up grades. When scam was revealed students were required to
take the courses during New Year vacation, a time when many of them were cramming for their
university entrance exams.

Elementary School, Junior High and High School Curriculums

 “The elementary school curriculum includes the following subjects: Japanese language, social
studies, arithmetic, science, life environmental studies, music, arts and crafts, physical education,
and homemaking. Requirements also include extracurricular activities, a moral education course,
and integrated study, which can cover a wide range of topics (international understanding, the
environment, volunteer activities, etc.). Reading and writing are perhaps the most important parts of
the elementary school curriculum; in addition to the two Japanese syllabaries, students are expected
to learn at least 1006 Chinese characters by the end of the sixth grade.
“The standard curriculum for junior high school includes the following required subjects: Japanese
language, social studies, mathematics, science, a foreign language elective (almost always English),
music, fine arts, health and physical education, and industrial arts or homemaking. Requirements
also include extracurricular activities, a moral education course, and integrated study.
The high school core curriculum includes the following required subjects: Japanese language,
geography and history, civics, mathematics, science, health and physical education, art, foreign
language, home economics, and information. Extracurricular activities and integrated study are also
required. Students in special vocational programs also take courses in their area of study (business,
industrial arts, agriculture, etc.) while spending less time on the core curriculum than regular
students. [Ibid]

High School Texts Bulk up with 12 Percent More Pages

In March 2012, the Yomiuri Shimbun reported: “The average number of pages in high school
textbooks to be used from next spring will increase by 11.9 percent compared to those being used
now, according to the results of textbook screenings released by the education ministry. The
increase results from the government's new curriculum guidelines, which expand the amount of
academic content students must learn while also eliminating a clause that restricted the teaching of
higher-level material. [Source: Yomiuri Shimbun, March 29, 2012]
“Compared with current textbooks, new ones in mathematics will have 27.2 percent more pages,
and science books will have 16.5 percent more. The number of pages in English textbooks, in which
the number of words to be learned has increased, rose by 25.2 percent. Descriptions of the March
11, 2011, Great East Japan Earthquake are included in textbooks for geography and some other
subjects. [Ibid]
“Based on the new curriculum guidelines, which aim to depart from so-called cram-free education,
all of the textbooks have more pages. Compared with textbooks screened under the cram-free policy
for fiscal 2005, the new mathematics textbooks have 48, or 30.4 percent, more pages, and those of
science have 124, or 23.6 percent, more pages. [Ibid]
“The new guidelines increase the number of English words to be learned in three years of high
school from 1,300 to 1,800, and stipulate that English classes will have to be held in English in
principle. Biology textbooks newly contain descriptions of methods for analyzing base sequences of
DNA. Some of the English textbooks, such as one produced by Taishukan Publishing Co. for college
preparatory schools, are written mostly in English except for a small number of Japanese words
about proper nouns and grammar. [Ibid]
“Sixteen textbooks describe the crisis at the Fukushima No. 1 nuclear plant, which began with the
March 11 earthquake and tsunami. Those for Contemporary Society discuss the incident in relation
to "the danger and seriousness of damage if an accident occurs." Seven textbooks mentioned
radiation from the crisis. One physics textbook contains a passage that reads, "Meltdowns occurred
and radioactive substances from nuclear reactors were discharged to the outside." One Home
Economics textbook introduces temporary limits on radioactive substances in food in a sidebar. [Ibid]
Foreign Language Education in Japan
Almost all students take six years of English in middle school and high school. Nevertheless,
Japanese people have a reputation as poor English speakers. English language education
emphasizes reading and writing, and underestimates the importance of spoken proficiency.
Realizing the importance of conversational skills in international society, the government launched
the Japan Exchange and Teaching (JET) Program in 1987 to invite native speakers of English as
foreign language assistant teachers. [Source: Miki Y. Ishikida, Japanese Education in the 21st
Century, usjp.org/jpeducation_en/jp ; iUniverse, June 2005 ~]
The JET Program has Assistant Language Teachers (ALTs), Coordinators of International Relations
(CIRs), and Sports Exchange Advisors. More than 90 percent of all participants of the JET programs
are ALTs. CIRs are placed in prefectural or municipal administrations to assist with international
activities. ALTs team-teach English conversation with Japanese English teachers. In July 2001,
5,583 ALTs, mostly English-speaking, were teaching in secondary schools (Monbukagakusho-
2003b:396). ~
ALTs teach students about their own culture and help students speak better English. They talk about
their own countries in class, during recess, and in clubs. In Marugame, not all middle schools have
their own ALT yet, but two ALTs are in charge of three large middle schools and several small ones.
ALTs also go to elementary schools for a special event on the international exchanges once a year
or once a trimester. The ALT in Nishi Middle School made a video about his house and hometown in
the United States, and showed it to the class. He also set up a mailbox where the students posted
questions for him, and posted several articles on his school bulletin board. He gave a quiz on the
United States, using a map of the United States when I observed his class on February 26, 1998. ~
In Marugame, each high school has one full-time ALT to teach English conversation classes and to
supervise the English club. The presence of ALTs in schools and the community gives students the
opportunity to become better acquainted with people from other countries. In a provincial town like
Marugame, ALTs are among the few foreigners with whom the students can converse. Furthermore,
ALTs can talk about Japan when they return home, where they can introduce Japanese culture.
Some ALTs have created student exchange programs in their hometown, and invite Japanese
students to the United States through their home-stay program. The JET Program has been
successful in promoting foreign language proficiency and international understanding. ~
Since April 2000, even before the implementation of the 1998 Course of Study in 2002, elementary
school have taught “integrated study," and ALTs can be dispatched to elementary schools to teach
English conversation. The municipal board of education in Marugame hired a temporary instructor
who supervises English clubs in three elementary schools. Students in the fourth to the sixth grades
can choose a club consisting of either sports, hobbies, arts, or study at the beginning of the
trimester, and the club meets for one unit-hour a week. ~
Furthermore, the introduction of English audio comprehension tests in the entrance examination for
high schools and colleges has helped students and teachers sharpen their English conversational
skills. For foreign language classes in high schools, a new subject, “Oral communications A, B, C”
was added in the 1999 Course of Study for 2003 onward. ~

Studying English in School in Japan

 English taught in school tends to focus on reading and writing rather than speaking and listening
and students approach grammar as of it were a series of mathematical formulas. The curriculum
often focuses on minutia of grammar and mastering multiple choice tests rather producing
comprehensible sentences. The way English is taught varies greatly from school to school, There is
some efforts to standardize it.
In the early 1970s more than 4,000 English words were taught. But in 1989, the number of English
words was slashed to 2.4000 and were cut by another 200 words in a 1999 amendment. Many went
to see the number increased to 3,000.
English teachers in Japan lack experience teaching the language. Their accents and pronunciation
often means that their English is incomprehensible to native speakers. Studies of middle school and
high school teachers indicate they lack good language skills and their scores on TOEFL and TOEIC
are not that high. Primary school teachers often little nervous about teaching English because they
are self conscious about their own skills and aware of their limitations.
A study by the Japanese education ministry found that only 20 percent of English teachers at public
schools in 2010 taught their classes in English, far short of the 100 percent goal set by the ministry.
In a survey 33 percent of the teachers said they use English about half the time and 41 percent said
they use it less than half. . Six percent said they hardly use any English. [Source: Kyodo. January
23, 2011]
A study by Benesse of fifth and sixth grade teachers in July and August of 2011 found that 60
percent of them felt teaching English was a burden. The most common complaint was the extra time
needed to prepare English materials
In August 2013, Jiji Press reported: “A Japanese education ministry survey revealed that 76 percent
of sixth-grade students at elementary schools in the nation enjoy or somewhat enjoy learning
English. The proportion stood at 53 percent for third-grade junior high school students, according to
the survey, which was conducted in April together with an annual academic achievement test. It was
the first such survey. The percentage of students who would like to have friends from other countries
and learn more about overseas came to 71 percent for the elementary school students and 61
percent for the junior high school students. However, only 39 percent of the elementary school
students said they want to or are somewhat interested to study abroad or work abroad in the future.
The figure was even lower, at 31 pct, for the junior high school students. [Source: Jiji Press, August
31, 2013 ////]

Reforms of Studying English in School in Japan

In 2001, a new program was launched who to teach primary school teachers how to teach English.
As part of the effort to introduce more English into the curriculum, math books for elementary school
students published entirely in English were released in mid 200s.
In the mid 2000s there was a debate as to whether or not English should be compulsory in primary
school. In the end it was decided that yes it should and starting in 2011 it would be taught with an
emphasis on speaking, communication and having fun.
The effort to introduce even one hour of week of English instruction to in the 5th and 6th grades
primary schools has drawn a surprising amount of criticism from conservatives who feel that children
should spend their time studying Japanese. South Korea, China, Thailand and Taiwan have all
incorporated English into their primary school curriculum for some time.
Curriculum changes in 2009 included requiring English classes to be taught in English. A 53-year-
old teachers ion Saitama told the Yomiuri Shimbun, “Up unitl now, English classes have usually
been taught in Japanese. If we have to teach in English, most English teachers probably won't be
able to do so."

Changes in Class Hours and Curriculum in Japan

Ministry of Education, Sports...Many Japanese are having second thoughts about cram-free education
“in which class hours and curriculum content were reduced to develop a “zest for living”---introduced
in the late 1990s. Reformers want to establish a curriculum that pushes students harder and allows
more advanced content.
In February 2008, the government said it was considering raising class hours and learning content,
particularly in math and science. “Cram-free education” is regarded as a failure in the eyes of many.
The achievement of goals was to develop a “zest for living” and foster creativity is a matter of
debate. Meanwhile, reduction of hour and changes in curriculum has been blamed for reducing
students’ basic scholastic ability.
In response to declines in the performance of Japanese students on national tests, class hours and
content in primary school and middle will increase starting in the 2009 school year with a weekly
increase of one hour in each of the six grades with students learning more advance science and
math at younger ages.
The change marks the first time 30 years that school hours have been increased. The education
ministry plans to set clear goals for each grade and establish the amount of time needed to meet
these goals. In 1st and 2nd grades the emphasis is on Japanese language, arithmetic and physical
education. In 3rd and 4th grades the amount of science will be increased to help build reasoning
skills. In the 5th and 6th grade comprehension ability begins to diverge, arithmetic and science will
be strengthened.
In middle school the number of hours of study of science and math will increase. In the third and last
year Japanese and social studies classes will increase. To make more room for these subjects
general studies classes are being cut back.

Math and Science in Japan

Hours of math and science instructional time per year for eighth graders: Japan (90 hours in science
and 117 hours in math); Germany (136 hours in science and 114 hours in math); and the United
States (140 hours in science and 143 hours in math).
Percentage of eighth grade math and science teachers who assigned homework three to five times
a week: Japan (4 percent among science teachers and 21 percent among math teachers); Germany
(12 percent among science teachers and 75 percent among math teachers); and the United States
(48 percent among science teachers and 86 percent among math teachers).
Ranking of education systems and worker productivity in Asia by Hong Kong-based Political and
Economic Risk Consultancy: 1) South Korea; 2) Singapore; 3) Japan; 4) Taiwan; 5) India; 6) China;
7) Malaysia; 8) Hong Kong; 9) the Philippines; 10) Thailand; 11) Vietnam; 12) Indonesia
To stimulate an interest in the science, study guidelines for physics, chemistry and math have been
introduced that are illustrated with cute female characters in short skirts and French maid outfits.
The abacus---known as soroban in Japanese---has been a fixture of Japanese education for along
time. Kids have traditionally learned how to use it in school and, in recent decades, took special
after-school classes on it. When the soroban craze was at its height in the 1980s about 2 million
children and adults passed a special sorobon test and received certification on it. By 2005 the
soroban test figure had dropped to 180,000 as children relied more on computers and calculators to
do arithmetic. In 2008, the figure had risen to 200,000 in the belief that using an abacus was good
training for the mind.

Increase in Hours of Math and Science in Japanese Schools

In December 2012, Jun Ishikawa wrote in the Yomiuri Shimbun, “New guidelines were implemented
starting with science and mathematics in primary schools in fiscal 2009. Total science class hours
for third-grade primary school students increased from two to 2.6 per week, and from 2.6 to three for
fourth-grade students. [Source: Jun Ishikawa, Yomiuri Shimbun, December 14, 2012 <=>]
In Senju Primary School, one science class hour a week is used by students to discuss how to
conduct experiments and hypothesize results; another two hours of class are used to conduct the
experiments. In the past, teachers tended to lead science experiments and students were passive.
Now the method has changed and students can be at the center. Tamura said: "If we only taught
with words, students would forget them in a few months. If they participate in the experiments, the
experience can really take root." <=>
Under the new curriculum guidelines, science class hours for first- to third-year students increased
from 290 per year to 385, while those of mathematics increased from 315 to 385. Class hours for the
two subjects increased from one to 1.7 per week. A science teacher in a municipal middle school in
Chiba lamented, "Unless there is an accumulation [of knowledge] from their time as primary school
students, raising the level of academic capability may be difficult."<=>
In recent years, he has begun to feel that the capability of even high- and middle-ranked students
has fallen, as many could not do their fractional calculations properly. "Under the cram-free
education policy, textbooks were diluted and some steps [for studying a certain subject] were
skipped along the way. To raise students' capability levels, it may take more time [than we had
assumed]," he said. Even senior officials at the Education, Culture, Sports, Science and Technology
Ministry now openly criticize the cram-free education policy they had previously promoted. One said
the lowly results "were partly due to the fact that students were educated under the previous
curriculum guidelines in primary school." <=>

International-Understanding Education in Japan

International-understanding education began as an initiative of UNESCO. Since 1969, UNESCO has
endorsed the Associated Schools Project in Education for International Understanding, and in 1974
issued “The Recommendation Concerning Education for International Understanding, Co-operation
and Peace and Education Relating to Human Rights and Fundamental Freedoms” (UNESCO 1969;
1974). In Japan, the 1974 report of the Central Education Committee supported the “basic aims of
international exchange of education, academics, and cultures." However, it was only after the 1987
report of the Rinkyo-shin that the MOE implemented nationwide international-understanding
education in order to instruct students on becoming a new Japanese citizen with international
perspectives and experiences for the 21st century. The MOE subsidizes public funds for
government-designated schools for the promotion of international-understanding education. [Source:
Miki Y. Ishikida, Japanese Education in the 21st Century, usjp.org/jpeducation_en/jp ; iUniverse,
June 2005 ~]
Students learn about foreign cultures in their social science classrooms. Starting in 2002,
international-understanding education has been also taught in a new subject, “integrated study” (so-
go-tekina gakushu- no jikan). English-conversation lessons in elementary schools, taught as a part
of integrated study, is regarded as an important part for international-understanding education.
Students become more familiar with foreign cultures when they are directly involved with them, for
example, by cooking foods from other lands, and playing with the toys that are popular in other
countries. Students learn foreign languages more quickly by speaking with and writing letters to
people who already are fluent in that language. ~
Assistant Language Teachers (ALTs) in middle schools and high schools are native English-
speaking teachers who teach students about their native countries, in the course of teaching English
conversation. Foreign students and resident foreigners can be invited to schools. Japanese
returnees from overseas can discuss their experiences abroad. Using e-mails and the Internet,
students can research foreign countries, and communicate with people living in any country in the
world. Some cities have established relationships with schools in their sister cities so that students
can correspond through e-mails and letters. ~

Teaching International-Understanding at Japanese Elementary

Schools
Elementary schools teach children about foreign countries and cultures through special school
events, and fund-raisers for schools in developing countries, and through regular social studies
classes. International-understanding education is currently taught through a few school-specific
events, except in social studies courses. More programs and classes on foreign culture have been
taught since integrated study was introduced in April 2002. Third to sixth graders have three unit-
hours a week for integrated study, which can be allocated for international-understanding education.
[Source: Miki Y. Ishikida, Japanese Education in the 21st Century,usjp.org/jpeducation_en/jp ;
iUniverse, June 2005 ~]
Currently, many schools are able to transform vacant classrooms into computer labs, and an
international-exchange room. The international-exchange room can be a center for international-
understanding education, and can be used for special events or for study. Some schools have a
student committee for the international-exchange program. For example, in 1998, Hachinohe
Elementary School's committee for international exchange consisted of ten fourth- to sixth-graders,
who were in charge of arranging a special classroom for international exchange, and organizing a
school event for international exchange. ~
The majority of schools organize a special school event for the international exchange program once
or twice a year. ALTs are often invited to speak about their homelands. Foreigners living in Japan,
returnees, or former participants in the Japan Overseas Volunteers Program are also invited to
speak. The students sing songs, play games in English, and see pictures or slides. Most schools
collect donations for humanitarian organizations such as UNESCO, UNICEF, and the Red Cross. A
student council collects used telephone cards, postcards, and stamps for UNESCO and UNICEF.
The student council in Jo-ken Elementary School in Marugame collected 10 yen from each student,
used pencil cases, notebooks, pictures and stationery. They collected seven boxes of items, and
sent them to elementary schools in China. ~

Textbooks Reflect More Global View Rather Than Just of the U.S.
Mike Guest wrote in the Daily Yomiuri, “Children's English textbooks now include characters from
Singapore, the Philippines, India and, on occasion, folks from countries where English is not an
official language. No longer does the United States represent the standard or take the arbiter's role
of the English language. More power to those who present English as a language that traverses
many countries, races and cultures. [Source: Mike Guest, Daily Yomiuri, November 27, 2012 |-|]
“The past widespread depiction of the United States as the embodiment of all that is foreign has
contributed to some unfortunate worldviews prevalent among Japanese students (as people who
come to Japan from countries other than the United States can readily testify). And people of many
nationalities are responsible for this. |-|
“But since textbooks and other teaching materials have developed a more global perspective, with
U.S. standards and norms no longer dominant, I've noticed a welcome shift in student awareness of
a world existing on an axis other than a U.S."Japan (and maybe Chinese or British) one. This is
welcome, as it is in accordance with the fact the majority of English speakers in the world are not
Americans but in fact learners of English as a second language from myriad countries. |-|

Special Education in Japan for Children with Learning

Disabilities
The MOE plans to provide nation-wide special education for children with learning disabilities, based
on the United States model of special education for learning disabled (LD) children. A MOE-
sponsored research group of specialists and principals submitted a preliminary report about
screening and teaching LD children on July 2, 1999 (Monbusho- 1999d). The report defines LD
children as children who have extreme difficulties in hearing, speaking, reading, writing, counting,
and reasoning, even though they have average or above average intelligence. [Source: Miki Y.
Ishikida, Japanese Education in the 21st Century, usjp.org/jpeducation_en/jp ; iUniverse, June 2005
~]
The MOE-sponsored Report proposes screening for a LD child, modeled on the screening methods
for LD children in the United States (Monbusho- 1999d). The Report proposes that an in-school
committee of the principal, vice-principal, and a homeroom teacher, possibly including outside
professionals, be formed when the homeroom teacher recognizes learning difficulties in a student or
when parents inform the school that their child has learning difficulties. The in-school committee
decides whether or not to see a professional evaluation in collaboration with the parents. The child
has learning disabilities if: 1) The child has the average or above average IQ and average or above
average educational achievement in one and more academic subjects; 2) The child does not need
the type of care required by children with disabilities. Also, the learning difficulties cannot be caused
by environmental factors. However, children with physical and mental disabilities and children from
disadvantaged environments may also have learning disabilities. 3) The second or third grader is at
least a year behind, and the fourth grader or older is at least two years behind in Japanese language
arts or mathematics. He or she may also be behind in hearing, speaking, reading, writing, counting,
or reasoning abilities, based on his or her school records, classroom attitudes, homework, notes,
and attitudes at home. ~
The in-school committee weighs these criteria and ensures that the learning disabilities persist for at
least one trimester. The committee needs parental permission before requesting a professional
evaluation. The committee can ask permission from the parents after any initial refusal, if the
committee finds that the child still needs special education. When behavioral and interpersonal
problems also occur, the in-school committee studies the behavioral history, home environment, and
attitudes of the child. The in-school committee trusts the professional team to decide whether or not
the child needs special education. The professional team consists of specialists, a special-education
teacher, a homeroom teacher, psychologists, and physicians. The professional team decides
whether the student has learning disabilities, and decides on the kind of pedagogy is most
appropriate for the child (Monbusho- 1999d). ~

Children with Low Educational Attainment in Japan

According to the criteria that the Report suggests, children with learning disabilities are
indistinguishable from children with low educational achievement, the so-called “ochikobore” and
“slow learners” without any discernible medical issues that could indicate central nervous system
problems. There have been always students who lag behind academically when they take more
demanding classes. In elementary school, “slow learners” are usually behind in arithmetic, and in
middle school in mathematics and English. Most slow-learners come from dysfunctional
environmental factors or from homes that do not place a priority upon learning. A regression analysis
of educational attainment confirmed that parents’ education, occupation, and household income
have a strong influence upon their children's educational performance (e.g., Aramaki 2000). Many
children from poorer families with low socioeconomic status and relatively uneducated parents miss
opportunities to learn effective study habits and to value education. [Source: Miki Y. Ishikida,
Japanese Education in the 21st Century, usjp.org/jpeducation_en/jp ; iUniverse, June 2005 ~]
Elementary and middle schools did not have ability-grouped classes until 2002, when the MOE
implemented a program of special education classes in English, mathematics, and science for
advanced elementary and middle school students. All children, including high achievers and “slow
learners," usually learn the same lessons in the same classrooms. Discrepancies in educational
achievement begin to appear as early as the first or second grade. Some elementary schools have a
homeroom teacher who helps students catch up with assignments after school.4 However, most
“slow learners” in elementary and middle schools do not receive much special attention. ~
Low-achievers in middle schools are more likely to have behavioral problems. Teachers in the
student guidance programs monitor them closely in order to modify their conduct. However, few
teachers can help them catch up with their class work. The students who enter middle school at an
academic disadvantage have a hard time catching up, and sitting still in a class where they have no
comprehension of the course material. According to the 1987 survey, almost 60 percent of middle
school teachers said that it is too difficult to help the students who are already behind to catch up
with their classmates (Kudomi 1994b:329).
It is believed that the heavy workloads for high school entrance examinations make “slow-learners”
fall even farther behind. According to a 1978 survey, middle school teachers blamed problems upon
excessive content in academic subjects, lecture-style classes, and unmotivated or inept students
(Kitao and Kajita 1984). Worried about the students who were overloaded with schoolwork and the
increasing number of children who were struggling in their classes, the 1977 Course of Study
lightened the academic burden of students. However, it did not help reduce the students’ stress and
workload because they still had to undergo “examination hell." Therefore, the number of “slow
learners” has remained constant. ~
Labeling Japanese children as LD may be more detrimental than beneficial. Giving elementary- and
middle-school children such a label definitely stigmatizes them in the eyes of their teachers and
peers because of the absence of ability grouping. Since the criteria and screening methods for
identifying LD children are questioned by leading studies in the United States, and the distinction
between LD children and “slow learners” from disadvantaged families is blurry, labeling Japanese
children as LD children may be unnecessary. However, it is necessary to provide remedial education
for students who are lagging behind in their classes. ~

Remedial Education in Japan

The Report proposed remedial education for LD children (Monbusho- 1999d). LD children need to
have supplementary lessons for particular subjects in which they are having difficulty. The National
Institute for Special Education has shown that supplementary materials, incremental teaching
methods, team-teaching, and tutoring help LD children master the subjects in which they are behind.
Each LD child will be given personalized educational plan based on his or her needs. These
students can be taught in the regular classroom with special attention from a homeroom teacher, or
by a team of teachers. Under the team-teaching system introduced in 1993, two or more teachers
share a class by dividing students into small groups or by tutoring individual students who need extra
attention. [Source: Miki Y. Ishikida, Japanese Education in the 21st
Century, usjp.org/jpeducation_en/jp ; iUniverse, June 2005 ~]
When LD children need tutoring, a team teacher helps them in the class or meets privately with
them. LD children can also attend after-school tutorials from a homeroom teacher or from part-time
teachers. These tutorials can be open to all children, not only those with LD. LD children may go to
the resource room to have special education, similar to that offered to children with mild physical and
emotional disabilities. The deployment of specialists to teach LD children and advise teachers is also
possible. If children with physical disabilities also have learning disabilities, they may enroll in special
schools. If children with attention deficit disorder, emotional problems, or communication disabilities
also have learning disabilities, they can be enrolled either in a special class for children with
emotional disabilities in the regular schools or in a regular class with special aids in the resource
room (Monbusho- 1999d).
The Report acknowledges that LD children and “slow children” need remedial instruction to catch up
with their classes, and proposes opening supplementary lessons for LD children to other low-
achievers (Monbusho- 1999d). The proposed special education for LD children should take the form
of remedial education for all low-achievers, but without labeling any children as LD. Not only
supplementary lessons, but also additional teaching aids for LD children should be made available to
all low-achieving children. Tutoring should start as early as the first grade, the first indication that a
student is not performing at grade level. Homeroom teachers, subject teachers, classroom aides,
part-time teachers and volunteers can provide this tutoring in after-school classes, regular classes
and private sessions. Furthermore, schools should make an appeal for people from the community
to come forward and volunteer as classroom aides or part-time teachers. Finally, teachers and tutors
should communicate a sense of confidence in their students’ abilities so that the students will believe
in their own ability to learn. Teachers need to see these students as more than a set of academic
abilities or disabilities. Teachers should likewise encourage their parents to make a greater
emotional investment in their children's education. ~
Many low achievers, including LD children, go to low-ranked academic or vocational high schools,
evening high schools, correspondence high schools, and vocational-training schools. Others enter
the workforce. Therefore, it is important for them to realize their potential in high school. These high
schools need to emphasize vocational training, and provide the necessary remedial courses,
because most of these students plan to seek employment following graduation. ~
Image Sources: 1) 7) Guven Peter Witteveen 2) 6) Ray Kinnane 3) Brooklyn University 4)
Visualizing Culture, MIT Education 5) 9) Kantei, Office of Prime Minister of Japan 8) Japan-Photo.de
Text Sources: Source: Miki Y. Ishikida, Japanese Education in the 21st
Century, usjp.org/jpeducation_en/jp ; iUniverse, June 2005 ~; Education in Japan
website educationinjapan.wordpress.com ; Web-Japan, Ministry of Foreign Affairs, Japan; New York
Times, Washington Post, Los Angeles Times, Times of London, The Guardian, National Geographic,
The New Yorker, Time, Newsweek, Reuters, AP, AFP, Wall Street Journal, The Atlantic Monthly,
The Economist, Global Viewpoint (Christian Science Monitor), Foreign Policy, Wikipedia, BBC, CNN,
NBC News, Fox News and various books and other publications.
© 2008 Jeffrey Hays
 Last updated Japan 2014

Australian Curriculum
For:

Education authorities

Parents and carers

Principals and teachers

Students

Australia has a national curriculum, the Australian Curriculum, which provides

schools, teachers, parents, students, and the community with a clear
understanding of what students should learn, regardless of where they live or
what school system they are in.
The Foundation to Year 10 Australian Curriculum provides:

 curriculum content
 an achievement standard in each subject that all students should be meeting
 flexibility for teachers to personalise student learning and respond to student need and interest.

State, territory and non-government education authorities are responsible for delivering
the Australian Curriculum, including decisions about implementation timeframes,
classroom practices and resources that complement teaching of the Australian
Curriculum. The Australian Curriculum, Assessment and Reporting Authority
(ACARA) provides information and resources to support the teaching of the Australian
Curriculum.

Following an independent Review of the Australian Curriculum, in September 2015 all

education ministers endorsed the Australian Curriculum: Foundation to Year 10 in:

 eight key learning areas—English, Mathematics, Science, Humanities and Social Sciences,
Health and Physical Education, Languages, Technologies and the Arts
 seven general capabilities—literacy, numeracy, information and communication technology
capability, critical and creative thinking, personal and social capability, intercultural
understanding, and ethical understanding
 three cross-curriculum priorities—sustainability, Asia and Australia's engagement with Asia, and
Aboriginal and Torres Strait Islander histories and cultures.
 The next review of the Australian Curriculum is expected in 2020.

The Australian Government supports the implementation of the Australian Curriculum

by providing targeted projects and programs aligned to the curriculum.

 Literacy and Numeracy

 Science, Technology, Engineering and Mathematics

 Humanities and Social Sciences

 Arts and Languages

Singapore Curriculum
Education in Singapore is extremely uniform. Teachers stick to a curriculum and focus on
preparing their students for exams. They rely heavily on textbooks, worksheets, drills and
practice. There is very little discussion in Singaporean classrooms, and schools place much
emphasis on mastering specific procedures. Primary schools are free, and start at the age of
seven. After the fourth year, students are streamed by ability. At the end of primary school, a
Primary School Leaving Exam is administered and students can choose their secondary school
based on their results. Some students that are particularly gifted may be chosen by a secondary
school before they even take the PSLE. Co-curricular activities are mandatory.
Study Beyond Traditional Methods
Students, and their parents, tend to be rather competitive in Singapore. To this end, students
receive assessment books for extra practice outside of the classroom. Some parents will buy
several, attempting to give their child an edge over the rest.
We provide you with an alternative to these assessment books. Our free online classes can give
you access to English and math eLearning lessons that closely follow the ones you are currently
learning in school. After you complete any worksheets, you will be provided with information
on your incorrect answers, giving you a chance to understand why. Try us today with thirty days
of free online classes and see just how we can help you succeed.
To see more detail about lessons covered within our subjects, just click on the year group titles
below:

Mathematics

 Grade 1 Mathematics
 Grade 2 Mathematics
 Grade 3 Mathematics
 Grade 4 Mathematics
 Grade 5 Mathematics
 Grade 6 Mathematics
 Grade 7 Mathematics
 Grade 8 Mathematics
 Grade 9 – 10 Mathematics
 Grade 10 – Additional Mathematics
 Grade 11 – 12 A Level Mathematics
 Grade 11 – 12 A Level Further Mathematics
Literacy

 Kindergarten/Year 1 Literacy
 Year 2 Literacy
 Year 3 Literacy
 Year 4 Literacy
 Year 5 Literacy
 Year 6 Literacy
 Year 7 Literacy
 Year 8 Literacy
 Year 9-12 Literacy

The Educational Curriculum In The Philippines

Education Essay
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Published: Mon, 5 Dec 2016

The educational curriculum in the Philippines is low compared to other countries. Other
countries are able to learn more advanced subjects and they are able to learn them
properly. The reason why other countries are ahead of us in the educational aspect is
because of the K12. K12 is a prolonged educational program that allows the students to
learn more advanced subjects. Adding K12 to the curriculum will enhance the education
of the country because schools will not need to quicken the learning process of the
students, will learn more advanced subjects and will provide greater employment
options. This essay will tackle the impact of changing the curriculum to K12. This essay
will show why the Philippines is in need of a better curriculum. This essay will also
discuss how K12 will affect the learning capabilities of the students, will tackle the
advantages of K12 and the effects of it to the students and to the country.
Naturally, the known definition of K12 is a 13-year educational program from
kindergarten until high school. Recently, it has been proposed to be used. By changing
our curriculum, students will surely have a higher standard of education. DepEd
proposed this program to enhance the learning capabilities of the students.

K12 provides students, as well as the country, many privileges with more time for
students to study and understand their lessons; they will be able to do better in their
exams. The students will be able to attain better education that will give them more job
opportunities. Another reason why the Philippines has one of the lowest qualities of
education in the world is because students are not given the right amount of time to
understand their lessons. This change in our education will provide the country with a
better economy. It only takes us 11-12 years to graduate from high school. K12 provides
us with an extra year for teachers to teach more advanced subjects that students will
take up only when they are in college. This will shorten the time of students’ stay in
college.

Surely without K12, the quality of education in the Philippines is low. Even other
countries with low economy in Asia have better quality of education than the
Philippines. Some high school graduates do not have what it takes in working for an
international kind of work. Without this kind of quality education, Filipinos will not be
able to compete with a high-end job abroad. K12 will give the Philippines a chance to
be a better country by starting with changing our curriculum.

Almost all of the countries in the world are having k12 as their basic education program.
As a result, all of them have better education that we, Filipinos, might not have been
able to acquire if the proposal that was not made by the DepEd. In fact, the Philippines
was ranked one of the lowest in education last year.

Students need time for them to properly understand a lesson. K12 provides students to
have more time understanding the lessons, not just cramming them for a latter exam
and forgetting them when the exams are over. K12 gives them a chance to learn more,
to enjoy learning in a calm and enjoyable manner, and understand them better.
Students will be able to do a better job in their exams and will be able to attain a better
education if they understand the lessons taught. In other countries, they have an
extended year for the students to study and learn. Here in the Philippines, students are
forced to cram for a test because of the less time given to education here.

K12 does not only provide time for students to study. It also offers more subjects in
which students can take during their high school years. In other countries, they study
calculus and other advance subjects in their high school years, giving them lesser time in
college. They need not quicken their learning paces because they have the time to
follow the pace they currently have. Here in the Philippines, high schools are only given
a short amount of time that’s why they can’t put any of the advanced subjects. Because
of K12, students in the Philippines will have a better education.

The United States (US) and the Philippines both have proper education for their
students, but US provides greater employment options because of their K12 while the
Philippines does not have great employment options due to the lack of knowledge
given in the high schools. They both have the “just right” standard of education for their
students.

US, with K12 in their curriculum, provide better education, thus providing better
employment options. Studying requires time for students to completely understand
what they need to learn. Better education is attained by them because of the prolonged
time of studying. They are able to understand and execute what they have learned
properly in the business world. The students afterwards are able to get better
employment options because they have studied well. US have better colleges than the
best university in the Philippines. They are able to mould their future leaders properly.
Being able to study in a prestigious university in US, students have the opportunity to be
accepted by any corporation or firm in the world.

The Philippines on the other hand has a lower education compared to US. We are even
one of the lowest in Asia. Filipinos, who are going abroad for work, are most likely to
land on a low-end job because of the low quality of education. OFWs are most likely to
be caretakers or janitors abroad. (Other countries offer low employment options for
Filipinos because the standard of education in the Philippines is low compared to the
others.) They take employees from US or other countries that have a high education
who are fit for the job. Only 25% of Filipinos get a high-end job abroad when they are
against Americans.

From what has been discussed in the earlier paragraphs, the Philippines, as well as the
citizens will have a better education and a better future by adding K12 to the
educational curriculum. Students will lead our future. With a better quality of education,
students will be able to obtain this kind of future. The economy of the Philippines will
rise as our labor force attains better education. With this kind of educational curriculum,
students will be able to understand their lessons well and will be able to execute what
they have learned properly. K12 will be of good use to the students and it might bring
forth a new beginning for the country.
Education in the Philippines
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Education in the Philippines

Department of Education (DepEd), Commission on Higher

Education(CHED), and Technical Education and Skills

Development Authority (TESDA)

Secretary of Leonor M. Briones

Education
Chairperson of CHED Prospero De Vera
Director-General of

TESDA Guiling A. Mamondiong

National education budget (2018)

Budget PHP 672.41 billion[1] (DepEd + CHED + TESDA +

SUCs)

General details

Primary languages Filipino

English

Philippine regional languages

Literacy (2010[2])

Total 97.5%

Male 97.6%

Female 97.4%

Enrollment (2017-2018[3])

Total 22.9 million (public schools) + 4.8 million

(private schools)

Primary 1.8 million (public kindergarten schools) +

13.2 million (public elementary schools)

Secondary 6.3 million (public junior high schools) + 1.6

million (public senior high schools)

Post secondary 3.6 million

 Attainment (2010[4])

Secondary diploma 19.1%

Post-secondary 12.8%1

diploma

1 Figures include post-baccalaureate data.

Education in the Philippines is provided by public and private schools, colleges, universities,
and technical and vocational institutions. Funding for public education comes from the national
government.
At the basic education level, the Department of Education (DepEd) sets overall educational
standards and mandates standardized tests for the K–12 basic education system, although private
schools are generally free to determine their own curriculum in accordance with existing laws and
Department regulations.
On the other hand, at the higher education level, the Commission on Higher Education (CHED)
supervises and regulates colleges and universities, while the Technical Education and Skills
Development Authority (TESDA) for technical and vocational institutions regulates and accredits
technical and vocational education programs and institutions.
For the academic year 2017–2018, about 83% of K–12 students attended public schools and about
17% either attended private schools or were home-schooled.
By law, education is compulsory for thirteen years (kindergarten and grades 1–12). These are
grouped into three levels: elementary school (kindergarten–grade 6), junior high school (grades 7–
10), and senior high school (grades 11–12); they may also be grouped into four key stages: 1st key
stage (kindergarten–grade 3), 2nd key stage (grades 4–6), 3rd key stage (grades 7–10) and 4th key
stage (grades 11–12). Children enter kindergarten at age 5.
Institutions of higher education may be classified as either public or private college or university, and
public institutions of higher education may further be subdivided into two types: state universities and
colleges and local colleges and universities.