Today the world has become a global society, and contemporary communication technology has increased opportunities for people to be aware of global issues, especially of threats to peace and environment. Perhaps because of this, attitudes and expectations are changing, and people are eager to be involved in seeking solutions to problems. From this understanding, UNESCO has attributed great importance to the improvement for the promotion of international understanding. UNESCO also supports the responsibility of States to promote international understanding, co-operation and peace through education. This is also in accordance with the United Nation Charter. Education should provide young people with opportunities to gain knowledge about, and develop attitude and values towards, these major world issues. This means that education must include activities and processes that encourage awareness of, and commitment to, the solution of global problems. As an effort for this commitment, this research tries to develop school curriculum for international understanding education in elementary school level. The curriculum developed here constructs contents of education for international understanding into five categories: ①understanding different cultures, ②human right, ③peace, ④sustained development, and ⑤globalization. The curriculum suggests possible elements of content as well as the topics for learning activities of students. International understanding education requires approaches to teaching and learning in which the methods are active and process-based. With this curriculum, we hope we can teach students to have more global perspectives on international problems, and make them global citizens.