Japanese National Curriculum was revised in 2008/2009. Aims, knowledge/understanding and skills, and strategies of each school subjects in this curriculum have provided as courses of study, which are called Gakushu-sidou-yoryou in Japanese. New Courses of Study for Geography have changed dramatically not only in knowledge/understanding aspect, but also in skill aspect. Map skill learning and enquiry learning which applies map skills alongside knowledge/understanding or other skills, are regarded as more important literacy than previous versions. Therefore purposes of this paper are, to analyze revised versions, and to propose some map teaching/learning strategies that based on the purport of this revision. Analyses of descriptions in New Courses of Study for Geography give the following results. At primary stage as Social Studies, key points of the revision are, clear descriptions of the globe use in course aims, much respect for fundamental map skills at the beginning from Social Studies, clear descriptions of atlas as authorized textbooks which are supplied free to every pupil. At lower secondary stage as geography field in Social Studies, various map skills are more respected than previous version. For instance, new version requires more sufficient and more effective use of maps and atlas on teaching plan. At upper secondary stage as Geography which is one optional subject in Geography and History, social utility of maps such as topographical maps provided by Geospatial Information Authority of Japan, hazard maps, geographical information system etc. are mentioned specifically. The above map skills and usages of maps have been defined as core of geographical skills in previous versions. But descriptions in new versions are more detailed. The purport of this revision is, to foster more world geography knowledge/understanding, to foster more skills like thinking through literacy activities with various resources including maps, to foster ability and attitude for social participations like willing to realize society for sustainable development. Therefore we should consider above descriptions on the base of this purport. These considerations propose followings are key points for challenging map teaching/learning practice that are underpinned with the purport. 1) Teaching/learning that foster familiar attitude toward maps through real experience. This is especially worth at primary stage. We should encourage to relate pupils' real experience with maps both in outdoor and in classroom environment. 2) Teaching/learning that use picture maps with sentences. Primary pupils like drawing and reading picture maps. We should use picture maps with reading/writing in enquiry activities. Drawing picture maps that pupils image from novels, problem solving exercises that use picture maps and sentences, making quizzes that consist from picture maps and sentences, are instances. 3) Teaching/learning that use globe in order to foster sphere image of the world. Developed plans for globe teaching/learning have been not so many yet. We should develop effective plans referring some pioneering practices. 4) Teaching/learning that use maps in order to discover social issues which involve sustainable development aspect. Maps reveal many social issues in local, regional, national and global scale at environmental, social and economic dimension. So pupils can discover many sustainable development issues on each scale. Discovering these issues on the map is a start of valuable enquiry for education for sustainable development. And sequential studies, that are like analyzing various resources, thinking various opinions, discussing with others, making own decision, expressing own value/attitude, will foster ability and attitude for social participations like willing to realize society for sustainable development. We should develop effective strategies of education for sustainable development alongside strategies of map teaching/learning practice.