SGH Activities Top Fieldwork・Tournament Participation
Fieldwork・Tournament Participation
Lecture・Exchange Activities
SGH News (In preparation)

The purpose of the SGH program:

In today's world, as society, economy, and the globalization of culture rapidly evolve, there is growing international unity. In addition, due to great advances in science and technology and the complex and rapid change of society, new challenges have arisen that can not be addressed using only previously accumulated knowledge and technology. In order to respond to these issues, new globally competitive specialized skills and knowledge in respect to human resources are required. Due to societal changes in the 21st century, it is an aim to be an active leader in the global community and an important objective to achieve this is the development of human resources.

Our SGH research agenda:

To identify global challenges that Hokkaido industries face and provide solutions through the development of its human capital.

Our SGH outline:

Under the theme of "Hokkaido of the future”, we plan to promote internationalization in cooperation with universities, government and private companies to acquire international cultural awareness, industrial, and environmental skills.

Research overview:
・Surveys (fieldwork)
・Hypotheses and Analyses
・Presentation, Dissemination and Evaluation

To nurture interdisciplinary global leaders who actively work within the international arena.

Research Details

The SGH Program prepares students to be global citizens by having them conduct investigative and evaluative research. The focus will be on understanding current global issues, exploring new challenges, analyzing diversity, taking assertive action and developing the ability to think critically.

(1) Foundation - Investigation, Analysis, Discussion, Imaginative Scope

Understanding different cultures and fostering open-mindedness.
Our school’s teachers as well as guest lecturers, e.g., teachers invited from schools like Hokkaido University, will take part in cooperative fieldwork with participating institutions to conduct a deep study on cross-cultural society.
Valuable experience gained through such domestic and overseas training will additionally enhance one’s sensitivity to be more culturally concerned.

(2) Application - Problem-Solving, Diversity, Implementation

Personal Research
Students will decide on a topic of interest and take on an individual research theme.
Example: “Food”, “Tourism”, “Territory”, “Post-war”
Concerning ourselves with topics that are familiar to Hokkaido, we are able to engage in a cultural discourse, think from a global perspective about the challenges at hand and finally find resolutions to these problems..

Group Research
A central research theme will be decided within the group, analyzed and discussed through exchange of opinions.

International Fieldwork
Collaborative research and discourse with participating institutions.

(3) Development - Reporting, Negotiation, English Communication

Students will formulate their own thesis and depending on their language skill level will choose to report on it in English or Japanese.
The paper should demonstrate a clear argument with well-written and comprehensible sentences.
Participants will take part in various competitions both from within their school and off-campus.
A graduation thesis will be composed as well.

(4) Evaluation - Performance Assessment
All aspects of the research and development process are part of a quality assured and verified evaluation program.

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Fieldwork・Tournament Participation

【High-2】 The AEON 1% CLUB FOUNDATION sponsored the 2017 Japan

July 1oth – July 17th, The AEON 1% CLUB FOUNDATION sponsored the 2017 Japan · China Teenage Ambassador event. Twenty students from our school attended the activities.


This activity is a program implemented by the AEON Group to deepen friendship between high school students of Japan and China, and this school were selected as one of the participating schools as last year. During the first 10 days to the 12th day of the schedule, three high school students from Tsukuba University, Tokyo Gakugei University attached high school and Oita's Iwata High School students were welcomed in Tokyo with other participating schools, and the Ministry of Foreign Affairs and the Chinese Embassy. A courtesy visit was made at the prime minister's official residence and a welcome party was held at the Chinese embassy in the evening.


At the welcome party, the Japan - China Friendship Declaration was presented by high school students from both countries, cultural exchanges were held with performance demonstrations such as traditional dancing from each school. After that, we had a harvest experience of crops, barbecue and campfire with Chinese high school students in Chiba prefecture where the headquarters of Aeon Group exist, and deepened their friendship.


On the 13th, students of our school and high school students from Qingdao moved to Hokkaido, and after paying courtesy to the Hokkaido agency, we experienced kendo and tea ceremony at our school class experience and club activities. Students had a homestay with their host families who were their pair for the weekend.


In October, 20 students from our school this time visiedt Beijing and Qingdao in China and planned to deepen friendship with Chinese high school students so that they can become a bridge between Japan and China friendship.

All Japan High School Model United Nations Finals

2015/11/14 (Sat) – 2015/11/15 (Sun)

 All Japan High School Model United Nations

Competition Overview

First Selection:

【Challenge】: 4 reports concerning “Cross-Cultural Understanding” (1 in English, 3 in Japanese)

【Teams】: 80

【Results Date】: 2015/10/1

All Japan Model United Nations Tournament

【Time】: 2015/11/14 (Sat) – 2015/11/15 (Sun)

【Place】: United Nations University

【Agenda】:International Immigration

Brain Drain

Irregular Immigration

Protection of Immigrants Faced with Difficulties


With a total of 80 qualified teams (2 individuals per team), 40 teams were put into Conference A and the other 40 in Conference B. Each team was representative of a country, its interests, peace-keeping goals and policies it intends to propose to other countries through negotiations.

Day of Competition

 Our school became representative of Portugal in Conference A. Over the month and a half period after the results were announced on October 1st, the historical background of international immigration and current situation in Portugal were examined. While doing so, [we] carefully took the time to also think about political measures as we face the competition.

 There were a large number of well-known high schools participating from all over the country, so the atmosphere was overwhelming. Negotiations went underway with countries with the same policies and consensus. On the first day, 7 working papers were submitted in collaboration with other countries. On the second day, of the 7 working papers, 3 were submitted as draft resolutions. Our school’s working paper was also able to acquire sponsorship and together with 12 other countries a joint draft resolution was submitted. In a subsequent vote, all 3 of the draft resolutions obtained the majority vote and all were passed. The draft resolution proposed by our school garnered the most favor out of the 3 resolutions.


 Competition Results

 The draft resolutions submitted by 12 countries are as follows.

Fieldwork at Akita International University

1st Group Sun 02/Aug/2015 – Wed 05/Aug/2015

2nd Group Sun 09/Aug/2015 – Wed 12/Aug/2015

Fieldwork Goals

  1. Joint research with a Super Global University
  2. Opinion survey of overseas students
  3. Lectures by an AIU professor on skills required in the global age
  4. Discussion with AIU postgraduates and overseas students



As part of our SGH program, 68 of our high school 1st year students visited Akita International University, which is designated as a Super Global University. The first group went from August 2nd to 5th, and the second from 9th to 12th.  One of the aims of the visits was to conduct research on Hokkaido tourism by interviewing AIU overseas students.  Our students used English and communicated with them.  They collaborated with AIU overseas students, undergraduates and postgraduates in group work during their visit.  Through programs prepared by AIU, the students learned practical skills to communicate in English and make presentations in English.  It was clear that what they learned was reflected in their final-day presentation task, and that their presentation skills improved.


  1. Interview overseas students
  2. Short presentation
  3. Basic skills for presentation
  4. Expression of ideas in English
  5. Basic skills for critical thinking
  6. Skills for effective presentation

2.Activity Participants

Day 1

On day 1, many of the students looked nervous, but with friendly and enthusiastic help from AIU students, they quickly opened up to each other and started to work on their tasks.  They were encouraged by Professor Uchida and his assistant students’ repeated message, ‘Get your idea across with the words you know.’  They also had a campus tour and a sports activity in the gym, which helped the students feel at home and use English as a communication tool in an authentic environment.

Day 2

 Day 2 was the day when they interviewed AIU overseas students.  As they faced their task, they struggled, with their prepared questions failing to follow up.  They had prepared interview questions about ‘Hokkaido Tourism and Industry,’ but some of them had difficulty in delivering their questions and conducting discussions further.  In their presentations based on their interviews, they also realized how difficult it could be to talk in front of an audience.  Later on in the day, however, as they learned practical skills for making presentations and got to know their interviewees better, during their second interview attempt, they started to enjoy communicating more positively.  Although one group found it difficult to complete their presentation based on their interview comparing the overseas students’ native language, religion and customs with those in Japan, thanks to the dedicated support from the adviser students, they were able to put their presentations together in time.

Day 3

 Day 3 was the final presentation day.  In stark contrast to their performance on the previous day, each group delivered their presentations in grand style.  They had made dramatic progress in presentation skills, as well as their research on the SGH themes.  They had a valuable experience in enriching their positive attitude towards their SGH activities hereafter.

3.Result Report

From Students’ report

  • Through exchanging thoughts with overseas students and making presentations on this fieldwork program, I think I have learned to become more proactive.
  • It has been a good opportunity to think how a global leader would think.
  • I was glad to be able to understand the overseas students’ English.
  • At first I was worried, but by using the vocabulary I knew, I managed to make myself understood, and I started to have so much fun that the three days passed very fast.  I thought, ‘English is fun!’  It was a really satisfying fieldwork.
  • When asked about their impression on Hokkaido, most people mentioned good food and the Snow Festival.
  • I want to study further about why Japanese people lack the ability to think critically and what can be done to overcome it.
  • I want to study further about differences between how people think in Japan and in other countries.
  • The program made me think seriously about how you can draw attention from an audience when making a presentation.
  • I learned that it is important to have a multidimensional perspective.
  • The lessons by Prof. Uchida were fun, deep and absorbing.
  • The overseas students expressed their emotions in many ways, and I was grateful that they made an active effort to talk to us.
  • I learned that Japan’s 6-3-3 education system is not universal.
  • Some of the overseas students were deeply interested in Hokkaido tourism.  Effective advertising would bring more visitors to Hokkaido.
  • I was deeply influenced by the AIU students’ communication skills and enthusiasm.
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