Hello everyone. I’m James Taylor, one of the English teachers at ICT’s Hakusanroku Campus.

 On Wednesday, December 3rd, 2025, I went to the Oguchi Community Centre to lead the annual English Café Christmas Party for local residents. This time, we had 17 children and 5 adults from the Yoshino, Oguchi, and Shiramine areas. With almost perfect timing, we had our first proper snowfall about an hour before the party began!

 Just like every year, we started by decorating the Christmas tree. Since the older primary school children finished school a bit later than the younger ones, the younger children were able to finish decorating the tree in time for their older friends to see it when they arrived.

 After that, everyone got the chance to make their own advent calendar. An advent calendar is a calendar with 24 or 25 doors, one for each day from the start of December to Christmas Eve or Christmas Day. Behind each door, there is usually some chocolate shaped like something Christmassy. The children at English Café were able to choose what small snacks or sweets they wanted to put behind the doors of their calendar. The advent calendars were make-it-yourself kits that the Community Centre staff bought especially for the event.

 Once everyone had made their advent calendars and washed their hands, it was time to decorate some pancakes. The Community Centre staff used a British recipe and spent several hours making thin pancakes in preparation for the party, so guests were able to choose from a variety of toppings. They looked and tasted really good!

 While they were eating, I read a story that was very popular when I read it to children at the Shiramine English Café in September: “Five Little Monkeys Jumping on the Bed” by Eileen Christelow.

 Finally, we played Christmas-themed bingo, with prizes for everyone. Just before it was time to go home, Father Christmas came to say “merry Christmas” to everyone!

 Once again, the English Café Christmas Party was an enjoyable event for children and adults, thanks mainly to the hard work and careful preparation of the Oguchi Community Centre staff, Mr. Yamashita and Ms. Nakada. I’m already looking forward to the next English Café.

James Taylor

This is Philip Cadzow, one of the Physical Education Teachers on ICT’s Hakusanroku Campus. On Saturday, November 8th, 2025, the second annual Ekiden (a team relay race) was held at Hakusanroku Campus. The goal of the race was for each team of 15 members to complete 25 laps around the campus (roughly 670 m per lap). The teams were composed of students from different year levels and teachers. 

The objective was not to finish in the fastest time, but to be the team that completed the laps in a time closest to their estimate. This goal system may sound confusing and overly complicated; it is certainly more so than the usual “fastest team” approach. This design was chosen for several reasons: to reduce the risk of student injuries from sudden intense movement, to relieve pressure on those who were not as fast as others, and to allow more teachers to participate without feeling bad about slowing down a team.

Three of the teams chose 100 minutes as their estimated time, and only one team guessed that they would finish in 86 minutes. The day had perfect weather—clear blue skies with only a cooling wind. There were no clouds, only a blue sky contrasting with the changing colors of the leaves. With everyone lined up and mixed into their teams, Yuzuki Komoto—a 4th year student—gave a very nice speech about the event being an opportunity for different year levels to mix socially. He encouraged the 1st year students, saying that while the older students may seem big and intimidating, they should not feel afraid to talk to them.

After a countdown, the teams took off sprinting! What was meant to be a challenge to guess everyone’s pace soon changed with the energy of the day. I did not expect the excitement of running to be so powerful. The first eight laps were finished in only 25 minutes. Everybody was sprinting their fastest, even though they had plenty of time. Therefore, I had to make an emergency adjustment to the times, otherwise everyone would be far off their estimated time! Therefore, the competition was changed to which team managed to get the closest to 80 minutes total time.

I was most impressed with the atmosphere of the event; the feeling was very friendly between all year groups, and there was plenty of cheering and general enjoyment of the day. As much as I love and enjoy movement, sometimes that passion is not embodied in the many different types of students, especially when it comes to running. So, I was very happy that the atmosphere of the day was so joyous and filled with friendly rivalry.

A spontaneous guessing game of “How many laps has Ian-sensei run?” began to develop as well, his insatiable need to run being an inspiration to the watching crowd. The race continued and each changeover was cheered; each person had their time in the spotlight. Unfortunately, this also brought some of the same injuries as last year, with ankles and lungs feeling the pressure—but in fewer numbers than last year, and it was self-inflicted rather than prescribed.

The last laps were run, and the finishing times were very close! Considering that nobody had a watch or phone to keep track of the time, this was very impressive. All teams were within 10 minutes of the 80-minute goal.

In the end, having a time goal rather than a race was less satisfying to watch at the finish, but we had fewer injuries, more teacher participation, and the students had a slightly more relaxed and fun day rather than the pressure of competition. I don’t know what next year will bring—whether the allure of competition will call me back—but this year we had wonderful weather and good people. A lovely reminder that with a separated campus, events like these are important for social bonding.

Philip Cadzow

Celebrating the Hearts Behind the Writing and the Community that Grows From It
Pauline Baird an English teacher at ICT.

 This semester, students in the 2nd Year reading and writing class interviewed people who inspired them to write a Profile Essay. Several students wrote about family members, took field notes, and drafted profile essays. The writing process itself was valuable; however, the most meaningful insights emerged during the “Writer’s Celebration” at the end. As students shared their work on bulletin boards for the entire school to read (in English and in Japanese), I began to see how family-story writing opens a unique window into students’ developing identities as writers and thinkers.

 The celebration showed that students can naturally use narrative, in English, to explore personal values. As the students shared stories about grandfathers, mothers, and fathers, common themes appeared—kindness, resilience, leadership, creativity, and emotional strength. One student described how a grandfather’s small act—an umbrella given on a rainy day—touched him deeply. These stories were more than childhood memories. They were lessons passed across generations, told in the students’ own voices. Reading them reminds us that writing is not only about grammar or structure. It is also about understanding what matters and why.

 During the celebration, students read comments by teachers and others with pride. They had ownership of their writing because it came from their lives. Many discovered that they could tell a meaningful story, and their classmates discovered how much we all have in common. For example, a student’s reflection on her mother’s positive mindset might echo another student’s story about his father’s compassion. It is not often that all students get to see other students’ writing. Thus, these shared moments make writing public and build a sense of community in a school that no worksheet can create.

 For teachers, the celebration offered a rare window into how students think, feel, and make decisions. We learn what our students value—friendship, hard work, kindness, and family—and this helps us shape future lessons. A writer’s celebration turned a simple assignment into a shared human experience. It reminds us that when students tell their stories, they learn to see themselves as writers, and we learn to see students a little more clearly, too.

[Writer’s Celebration]
Generally, it is an event that celebrates achievements and efforts in writing, where writers encourage one another. The purpose is to publish student-writing to maintain motivation, reinforce learning, improve writing skills, and enhance the sense of accomplishment by sharing joy with peers and the school community.

Pauline Baird

 Hello, this is Ayane ito, a 2nd year student. Let me begin with a quick question — have you ever heard of DMG MORI?
 In short, DMG MORI is one of Japan’s leading machine tool manufacturers with a strong global presence. My name is Ayane Ito. I am a 2nd year student, and during the summer vacation, I participated in the Digital Manufacturing Hands-on Seminar hosted by DMG MORI during this summer break. I would like to share what the experience was like.

 First, a brief introduction to DMG MORI. As mentioned above, it is a major manufacturer of machine tools, and many of you may already be familiar with the name. The company designs and produces tools such as Numerical Control lathes, 5-axis machining centers, and milling machines, which are used worldwide thanks to their outstanding practicality and precision.
 The Digital Manufacturing Hands-on Seminar organized by DMG MORI offers participants the opportunity to learn about the latest machine tools and automation systems. The program is open to technical college students and includes both online lectures and a two-day in-person practical session. Participants can observe real, working industrial machines up close — close enough to touch them. For me, the highlight of the program was being able to operate the machines myself.

The machine we used during the workshop was the 5-axis machining center “DMU50 3rd Generation.”
 It moves the drill and the workpiece along the X, Y, and Z axes, combined with two rotational axes, to create complex shapes with remarkable precision. The drill head moves freely, almost like a robotic arm straight out of a science fiction film. It was incredibly satisfying to see it move precisely to the programmed coordinates and cut the metal exactly as intended.


 As for the automation systems we learned about — I won’t spoil too much here. I highly recommend experiencing it for yourself by joining the Digital Manufacturing Hands-on Seminar. What’s more, participation is free of charge, with transportation and accommodation expenses covered. The seminar is held in various locations across Japan, making it accessible for students nationwide. It is also a valuable opportunity to interact directly with professionals working in the manufacturing industry.

 That concludes my inside report on DMG MORI.

 Thank you for reading, and I look forward to sharing more next time!

Ayane ito

 Hello! I’m Yuri Makada from the Hakusanroku office. Today, I’d like to introduce this year’s Halloween Events.
 As the Halloween season approached, the Hakusanroku campus building was festively decorated by students and learning mentors. They created handmade Jack-o’-lanterns and added playful touches, such as illustrated plastic bags attached to air conditioner vents, brightening up the entire building.

 On Friday, October 31st, 2025, the day of Halloween, several students and faculty members attended classes in costume. Students dressed as Pokémon characters, maids, cowboys, and more, while teachers appeared in Japanese school uniforms or even banana costumes, creating a unique and lively atmosphere in the classroom.
 For lunch, a special Halloween menu was served such as Vampire’s Feast Pizza (stuffed with cheese and absolutely delicious!), creepy-colored pasta shaped like caterpillars PLUS about 10 varieties of candy available for everyone to enjoy. Students had a great time savoring these treats.
 As the classes came to an end, even more students joined in with creative costumes. One student a horse headpiece paired with a sumo outfit, another dressed up as an Arabian sheik accompanied by his bodyguards, and another student transformed ordinary red clothes into cape-like design for unique look. During the Halloween parade, students struck confident poses on stage, captivating the audience. Laughter and cheers filled the atmosphere, making the event lively from start to finish.
 After the parade, the learning mentors held a Piñata game, a tradition from Mexican celebrations where participants break a decorated container to release treats. Blindfolded students relied on the voices of their peers to guide them as they swung at the piñata. When the container finally broke and candy scattered everywhere, the room erupted in excitement.

 Later, during the Learning Session (Night School), learning mentors hosted a Campus Hide-and-Seek game. Students were divided into four groups, taking turns as “seekers” while the others hid. All the lights in the building were turned off, and seekers used their phone flashlights to search classrooms, labs, restrooms, and even inside shelves. Hidden students tried to stay silent, but some couldn’t help screaming when discovered! Those who remained hidden until the time limit received candy as a prize.

 This year’s Halloween event was a wonderful opportunity for students and faculty to come together and have fun. The entire campus was filled with seasonal spirit, and smiles spread through classes, meals, and activities all day long.

Yuri Makada