平成29年改訂小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 ELEMENTARY 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 pupils as human beings, with full consideration toward pupils’ 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 pupils. (1) Each school should be committed to enhancing education to enable pupils to solidly acquire basic and fundamental knowledge and skills, to foster pupils’ 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 pupils’ individuality, and to encourage working together with diverse people. In working towards these goals, each school should enhance its pupils’ activities that create the foundation of learning, such as language activities, giving consideration to the developmental stages of the pupils, in cooperation with pupils’ fmilies at the same time, with consideration given to help pupils 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, foreign language activities, the Period for Integrated Studies and special activities, in accordance with their respective characteristics, while giving consideration to the developmental stages of the pupils. 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 pupils to think in their own way about life, 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 regardning physical training and health promotion through all of the school’s educational activities, while giving consideration to the developmental stages of the pupils. 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 Physical Education period, period of Home Economics and Special Activities, but also in all subjects, the Morality Period, Foreign Language Activities 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 pupils 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 pupils’ daily lives in cooperation with their families and the local community.
I. FOUNDATION OF ELEMENTARY 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 pupils as human beings, with full consideration toward pupils’ 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 pupils. (1) Each school should be committed to enhancing education to enable pupils to solidly acquire basic and fundamental knowledge and skills, to foster pupils’ 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 pupils’ individuality, and to encourage working together with diverse people. In working towards these goals, each school should enhance its pupils’ activities that create the foundation of learning, such as language activities, giving consideration to the developmental stages of the pupils, in cooperation with pupils’ fmilies at the same time, with consideration given to help pupils 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, foreign language activities, the Period for Integrated Studies and special activities, in accordance with their respective characteristics, while giving consideration to the developmental stages of the pupils. 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 pupils to think in their own way about life, 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 regardning physical training and health promotion through all of the school’s educational activities, while giving consideration to the developmental stages of the pupils. 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 Physical Education period, period of Home Economics and Special Activities, but also in all subjects, the Morality Period, Foreign Language Activities 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 pupils 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 pupils’ daily lives in cooperation with their families and the local community.