平成29年改訂中学校学習指導要領英訳版（仮訳）を紹介します。
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Chapter 1 General Provisions
I. FOUNDATION OF LOWER SECONDARY SCHOOL EDUCATION AND THE ROLE OF THE CURRICULUM 1 Each school should formulate a proper curriculum in compliance with the Basic Act on Education, the School Education Act, the provisions of other laws and regulations concerned, and those indicated in this chapter hereinafter, in order to accomplish the well-balanced development of individual students as human beings, with full consideration toward students’ stages of mental and physical development and their individual characteristics, and toward the circumstances of the school and its local community, thereby conducting education to achieve the goals listed in the above documents. 2 In providing educational activities, each school should create specifically tailored educational activities by making use of originality and ingenuity through class improvements for realization of proactive, interactive, and authentic learning as shown in III. 1, and aim to realize the matters listed in the following (1) to (3), in order to foster Competencies for Living in students. (1) Each school should be committed to enhancing education to enable students to solidly acquire basic and fundamental knowledge and skills, to foster students’ ability to think, make judgements, and express themselves that are necessary to solve problems using acquired knowledge and skills, to cultivate an attitude of proactive learning to develop students’ individuality, and to encourage working together with diverse people. In working towards these goals, each school should enhance its students’ activities that create the foundation of learning, such as language activities and other activities, giving consideration to the developmental stages of the students, in cooperation with students’ families at the same time, with consideration given to help students establish good study habits. (2) Each school should be committed to enhancing the quality of education aimed at cultivating rich humanityand creativity through moral education and experiential learning activities, diverse expression, and appreciation activities, etc. Moral education should be implemented throughout all educational activities with morality, a special subject (hereinafter referred to as the “Morality Period”), being the primary period in which it is administered. Therefore, each school should give proper instruction not just during the Morality Period, but during the
classes for all subjects, the Period for Integrated Studies, and Special Activities, in accordance with their respective characteristics, while giving consideration to the developmental stages of the students. The objectives of moral education are based on the basic spirit of education stated in the Basic Act on Education and the School Education Act. They are to foster morality which is the foundation for students to think about life as a human being, act based on independent judgments, and live a better life with other people as an independent person. In providing moral education, each school should take particular care to ensure that it contributes to the development of Japanese citizens who would apply a spirit of respect for human dignity and reverence for life in specific activities at home, school and in other social situations, haverich humanity , respect traditions and culture, love one’s country and hometown which have fostered such traditions and culture, contribute to culture with a distinctive character and, as people working to form a peaceful and democratic state and society, honor the public spirit, make an effort to develop society and the state, respect other countries, contribute to world peace and the development of the international community and the preservation of the environment, and have interest in exploring new possibilities for the future. (3) Each school should be committed to enhancing education aimed at realization of healthy and safe daily lives as well as active physical lives, by giving proper instruction regarding physical training and health promotion through all of the school’s educational activities, while giving consideration to the developmental stages of the students. In particular, with respect to instruction on promoting dietary education and developing physical strength, safety-related instruction, and instruction on maintaining and promoting both mental and physical health, such instruction should take place not only in the Health and Physical Education period, the Period of Technology and Home Economics, and Special Activities, but also in all subjects, the Morality Period, and the Period for Integrated Studies, etc., in accordance with the characteristics of each period. At the same time, each school should give consideration so that students will develop the foundation necessary to live safely, healthily and actively throughout their entire lives, by way of encouraging proper physical training and health promotion in students’ daily lives in cooperation with their families and the local community.
I. FOUNDATION OF LOWER SECONDARY SCHOOL EDUCATION AND THE ROLE OF THE CURRICULUM 1 Each school should formulate a proper curriculum in compliance with the Basic Act on Education, the School Education Act, the provisions of other laws and regulations concerned, and those indicated in this chapter hereinafter, in order to accomplish the well-balanced development of individual students as human beings, with full consideration toward students’ stages of mental and physical development and their individual characteristics, and toward the circumstances of the school and its local community, thereby conducting education to achieve the goals listed in the above documents. 2 In providing educational activities, each school should create specifically tailored educational activities by making use of originality and ingenuity through class improvements for realization of proactive, interactive, and authentic learning as shown in III. 1, and aim to realize the matters listed in the following (1) to (3), in order to foster Competencies for Living in students. (1) Each school should be committed to enhancing education to enable students to solidly acquire basic and fundamental knowledge and skills, to foster students’ ability to think, make judgements, and express themselves that are necessary to solve problems using acquired knowledge and skills, to cultivate an attitude of proactive learning to develop students’ individuality, and to encourage working together with diverse people. In working towards these goals, each school should enhance its students’ activities that create the foundation of learning, such as language activities and other activities, giving consideration to the developmental stages of the students, in cooperation with students’ families at the same time, with consideration given to help students establish good study habits. (2) Each school should be committed to enhancing the quality of education aimed at cultivating rich humanityand creativity through moral education and experiential learning activities, diverse expression, and appreciation activities, etc. Moral education should be implemented throughout all educational activities with morality, a special subject (hereinafter referred to as the “Morality Period”), being the primary period in which it is administered. Therefore, each school should give proper instruction not just during the Morality Period, but during the
classes for all subjects, the Period for Integrated Studies, and Special Activities, in accordance with their respective characteristics, while giving consideration to the developmental stages of the students. The objectives of moral education are based on the basic spirit of education stated in the Basic Act on Education and the School Education Act. They are to foster morality which is the foundation for students to think about life as a human being, act based on independent judgments, and live a better life with other people as an independent person. In providing moral education, each school should take particular care to ensure that it contributes to the development of Japanese citizens who would apply a spirit of respect for human dignity and reverence for life in specific activities at home, school and in other social situations, haverich humanity , respect traditions and culture, love one’s country and hometown which have fostered such traditions and culture, contribute to culture with a distinctive character and, as people working to form a peaceful and democratic state and society, honor the public spirit, make an effort to develop society and the state, respect other countries, contribute to world peace and the development of the international community and the preservation of the environment, and have interest in exploring new possibilities for the future. (3) Each school should be committed to enhancing education aimed at realization of healthy and safe daily lives as well as active physical lives, by giving proper instruction regarding physical training and health promotion through all of the school’s educational activities, while giving consideration to the developmental stages of the students. In particular, with respect to instruction on promoting dietary education and developing physical strength, safety-related instruction, and instruction on maintaining and promoting both mental and physical health, such instruction should take place not only in the Health and Physical Education period, the Period of Technology and Home Economics, and Special Activities, but also in all subjects, the Morality Period, and the Period for Integrated Studies, etc., in accordance with the characteristics of each period. At the same time, each school should give consideration so that students will develop the foundation necessary to live safely, healthily and actively throughout their entire lives, by way of encouraging proper physical training and health promotion in students’ daily lives in cooperation with their families and the local community.