We are expecting your success in an “intellectual and open square.”
The students are players, the teachers are coaches, parents are supporters, and the alumni are big brothers and sisters who take care of the current students. These groups contribute to the students in their respective roles in school. It is an “intellectual and open square” that we aim for. What I like about the high school of Hosen Gakuen RISU-INTER is that the students never give up on beating their personal bests, that the teachers put their whole being into interacting with students, and that they spare no effort in supporting them. It is essential to have high self-esteem. Japanese children often have low self-esteem, and I believe this is a severe problem. If the students explore their ambitions and believe that they did their best, they can gain confidence and be kind to others. Students should try what they are interested in, such as club activities, events, and improving themselves through competition with friends to their heart’s content. You can’t grow up without challenges. Believe that there is no irredeemable failure in your youth, and the experience will help you to find how best you learn.
Like your seniors did, let’s do our best together toward your goal!
“RISU-INTER” = “an intellectual and open square.”
In this square, the students are players. The teachers are coaches. Parents are supporters. The alumni are big brothers and sisters who take care of our current students. These groups contribute to the students in their respective roles in our school as a student-first square.
RISU-INTER aims to be the place where students enjoy a student-first, intellectual, and open square.
RISU means logical thinking. INTER is an abbreviation for interaction. We include communication skills and presentation skills in our definition of this word.
We hope that our students will not only connect with others but will also connect others with others using these skills.
Welcome to RISU-INTER!
Our students acquire logical thinking skills and make their thoughts and opinions resonate with many people.
Having logical thinking skills, communication skills, and presentation skills is the 21st century world-standard. These skills are necessary to study at university and to contribute to society. RISU-INTER, as an intellectual and open square, aims to help students develop these three skills supported by teachers, parents, and alumni.
Logical Thinking
Students discover problems, make hypotheses, and validate them. If their hypotheses don’t work, they repeat the approach in a different way or perspective.
Logical thinking is the ability students acquire through this process.
Communication Skills
Communication skills are the ability to accept others’ opinions, listen, and convey thoughts and ideas in various ways.
Presentation Skills
Presentation skills can make one’s opinions, ideas, and research findings resonate with people by improving the abilities to persuade others, structure sentences, express opinions, and analyze arguments.
Students in the global course take English classes separately from the other students, but take other subjects with them.
3 hours a week, English classes are taught in English by a native speaker
3 hours a week, English is taught by a Japanese instructor
Preparation for entrance examination for university and various certification tests
U.S. Study Tour
All of the 2nd year students go on a U.S. study tour.
Students deepen their learning based on academic experience, nature experience, and cross-cultural experience.
For the academic experience, they visit Stanford University, where students who have won a tournament at our school will deliver a presentation in English. For the nature experience, they go to Yosemite National Park, where they walk through the magnificent scenery. For the cross-cultural experience, they visit San Francisco, where they split into several groups and have free time walking around the city. These are lessons you can obtain only by going abroad.
Nature Experience in Yosemite National Park
The students visit Yosemite National Park, famous for its magnificent valleys, and enjoy trekking. This is a natural park in the Sierra Nevada Mountains of California, recognized as a World Heritage Site. They experience the wonders of nature, seeing the magnificent view as if time had stopped tens of thousands of years ago. They realize the gigantic size of the Earth beyond their imagination and broaden their horizons.
Intercultural Experience in San Francisco
In San Francisco, the students create their own itineraries and walk around the city in groups, which gives them a valuable local and cultural experience. They have the opportunity not only to use English as a tool for communication but also to see various cultures reflected in the goods lined up on supermarket shelves.
Travel itinerary
| Day 1 | Narita to San Francisco |
| Day 2 |
Eat lunch in San Francisco and then go to Stanford University Campus Tour guided by students of Stanford University |
| Day 3 | Give a presentation in front of local people and listen to a lecture delivered by a local professor |
| Day 4 | Enjoy the great view of the nature of California on the way to Yosemite National Park |
| Day 5 | Yosemite National Park Tour |
| Day 6 | Return to San Francisco for an optional tour and watch MLB |
| Day 7 | Free time for walking through San Francisco in groups |
| Day 8 | San Francisco to Narita |
Studying Abroad (Voluntary Participation)
New Zealand
We have long-term (one-year) and short-term (two-week) programs for studying abroad in New Zealand. In the long-term program, which we joined in 2015, students study at a local school while staying with a host family. When they return, they have developed new values and have gained new perspectives. In the short-term program, students study at a local school while staying with a host family, and, at the end of the trip, they move to a farmer’s household and experience a farmer’s life.
Malta
Malta is a small Mediterranean island nation south of Sicily, Italy. Because it was historically under British control, the official language is English. In the summer, students worldwide, such as from Russia, Germany, Italy, and Spain, come to study English. Students of Hosen Gakuen learn English with foreign people around the same age while staying at a hotel with almost no other Japanese people. Studying abroad in Malta is a two-week program that offers an experience of the diversity of the world.
Domestic Language training at Hosen Gakuen
Students experience a program carried out by Cebu Islanders at Hosen Gakuen!
The higher the grade-level they move to, the more autonomous and disciplined leaner they will be.
| Grade | 1st year | 2nd year and 3rd year |
| Goal |
Refine thought-processes Break out of the comfort zone |
Self-realization Continue to progress |
|
Abilities students aim to develop |
|
|
Just as how the English Japanese students learn and the English that native speakers learn are not the same, the Japanese we learn is not the same as the Japanese foreigners learn. The goal of the subject Contemporary Japanese is to help the students use language not only at the level of communication but also at the level of recognition and thinking, to obtain the means to open up an unknown and different world for the students, and to improve the ability to correctly empathize with different things, including those that are unrelated, through literary writing. In Classical Japanese, we face our predecessors who are different from us because they are separated in time, just as we face people from other regions who are different because they are spatially separated. Students will learn about the worlds and cultures of the Japanese and Chinese classics, and learn about their own roots. What we want students to gain is the attitude and skills required to read and understand things different from them without outright rejecting them. Instead of staying in their comfort zones with people who have the same ideas, we want them to meet a different world and to put an effort in to understand it. Openness is essential for them to keep growing up and to play an active role in society.
Why do we study mathematics? There are some students who ask this question. We will tell you one of the answers: it is to cultivate the ability to grasp the inner nature of things. There are always central ideas and formulas in math problems. One of the significances of learning mathematics is to develop the ability to grasp those ideas. Once you grasp them, you can easily solve situations by assessing their central issues. There must be causes that are at the center of various problems that occur in everyday life. We want students to look at such central ideas and cultivate the ability to solve the problems at a fundamental level by learning mathematics. We think academic ability is predicated on how balanced and developed the factors of human nature are, which include intellect, emotions, and willpower, are fostered. Students can become citizens who can contribute to the international community through learning all subjects in a balanced way and growing as human beings through various experiences. No matter what subject students will choose for their university entrance examination, we would like to have students study mathematics enough to be citizens with logical thinking capabilities who can grasp the inner nature of the things around them.
We want students to be aware of how their learning in class is connected to cutting-edge fields, such as technology and medical care. The more you study science, the more you develop logical thinking skills. The method of verifying hypotheses by deriving solutions in an orderly fashion will surely be useful in research and business fields. In high school science, we pursue a high level of expertise. 1st year students learn basic subjects: physics, chemistry, and biology. 2nd year students choose to learn two subjects, be it chemistry and physics or chemistry and biology. 3rd year students choose to learn two subjects selected in their 2nd year, or one subject between them. In addition, students who plan to take science examinations for the most demanding universities are taught individually.
Many students assume that society is a subject dependent upon rote memorization. Although it is true that they have to memorize a certain amount of knowledge, they are expected to acquire skills such as reading, understanding graphs and maps, explaining things with examples, thinking through problems from a variety of perspectives, and connecting concepts using prior knowledge. There are causes and reasons for every incident, and these incidents are the causes or reasons for other ones. We believe that the most important thing is to learn about society and to keep on raising questions. Raising questions stimulates the curiosity of students and motivates them to think deeply. By studying society, students will learn how to survive in the modern world and will be able to plan for their future. Knowledge becomes wisdom that helps students understand and accept the differences between them and others. We want to give students opportunities, not only to commit facts to memory, but to critically think about society as well.
Why is English spoken, and why is the way of expression in English different from that of Japanese? When students read and listen to English, they raise various questions. If they delve into those questions, they will find the joy of learning foreign languages. It is also important to know the way in which people in a given country think and to learn about their cultural background through English as it is the world’s lingua franca. The joy and curiosity of learning a foreign language encourages students to form a solid English foundation. We want to expose students to ample English in class and at school events, which will arouse their thirst for knowledge and help them acquire English at a practical level and pass the university entrance examination.
Students compete for the best presentation given in English.
In March, 2nd year high school students participate in this English presentation contest. Students pour their entire skillsets into the presentation. The judges are international university students. The judges ask questions in English after each presentation. Students who get high scores from the judges will advance to the finals in May. Those who work very hard for the presentation contest will be given the opportunity to give a presentation in front of San Francisco locals while on a U.S. trip.
We beat a record number of students who got accepted to Waseda, Keio, Sophia, International Christian University, and Tokyo University of Science last year.
2 students got accepted to Tokyo institute of Technology directly on graduation from Hosen Gakuen.
2 students got accepted to National medical school directly on graduation from Hosen Gakuen.
1928 Nakano Women’s High School is founded
1945 The school is turned into independent administrative entities
2006 Childcare course for the women’s course of high school is established
2007 Hosen Gakuen Junior High School co-ed RISU-INTER is established
2008 Marked the 80th anniversary
2015 Childcare course for the women’s course of high school celebrates its 10th Anniversary
2016 Hosen Gakuen Junior High and High School co-ed RISU-INTER celebrates its 10th anniversary
If you have any questions, please contact us through the page below.
理数インター高等学校
理数インター高等学校
理数インター高等学校
高校女子部
小学校６年生～高校２年生まで私が挑戦してきた自律型ロボット競技RoboCupの目標は「2050年,二足歩行ロボットのサッカーチームが人間のワールドカップ優勝チームに勝つ」というもの。是非その場に立ち会いたいと強く思い、昨年、深層教化学習を用いて最強のサッカーロボットを作る研究に挑戦しました。
取材のネタ探し、企画作成、取材、記事の執筆までほとんど全て自分達で行います。取材はもちろん、ビジネスメールのやり取りや同じ志を持つ人達との活動は中々出来ない経験でとても刺激的です。他のメンバーの企画の取材は自分の視野を無限大に広げてくれる貴重な存在です。
業者さんと実際に交渉し、アンケートで1位のすき焼きを日替わりメニューに組み込めたり、内装のリニューアルの計画や、生徒で黒板アートも制作し装飾しました。きちんとした理由と計画があれば、生徒の力で実現できるというのは、生徒主体の理数インターの強みだと思います！
私が入学して魅力に感じたことは、縦割りの活動が多いことです。
体育祭や球技大会、委員会活動などさまざまな場面で縦割り活動の機会があります。
4月に行われるWELCOME CAMPでは、入学したばかりの1年生も含め3学年縦割りでチームを作り、身体表現を通したチームビルディングワークをしています。
このようなワークを通して、先輩と後輩の距離が近くなり話しやすい関係性をつくることができる点が魅力です。
私は今年度の生徒会長を務めていますが、先輩との話し合いでも意見を交わし合い、相談もできる環境で活動できています。
理数インター中学校
息子が在学中、父母会は教材を寄付するなど生徒の学力向上のお手伝いをさせていただきました。
この「教育支援」の伝統は今も父母会に脈々と生き続けています。生徒の学力が全体的に伸びていると聞き、うれしく感じております。
理数インターは生徒の意欲に、必ず先生方が応えてくださいます。「『21世紀の世界標準』を身につけたグローバルリーダーの育成」という教育目的を掲げられていますが、この目標を実現させるのは先生方の人間性や熱意だと思います。進学実績の向上は、先生方が探究心や知的好奇心を生徒に育んできたからでしょう。先生方お一人おひとりの個性によって、生徒が啓発されていくのも、理数インターならではの特色です。
ｉＰａｄを使った授業も先日拝見いたしました。今後、人間教育に力を入れながら、こうした先進的な手法にも積極的に取り組み、理数インター独自の教育にますます磨きをかけてほしいと願っています。
女子部
理数インター
女子部
理数インター
理数インター
理数インター
私は２年次生徒会長とテニス部の部長を兼任させていただいていました。そういった中でスムーズに受験対策に移行できたのは宝仙学園のサポート体制のおかげです。高2の時期から授業中も進度に合わせて追加で課題をだしていただき、個人的に添削していただいたり、発展的な授業展開をしてくださりました。たくさんの文献を取り上げていただいたおかげで色々なことに興味を持って勉強することができました。忙しい中でも時間を作って自分で学習を進めるという姿勢を獲得することができたのは、自学自習を進めるような指導をしていただいたおかげです。勉強面だけでなく、志望校選びや、精神面でのサポートもしていただきました。生徒ひとりひとりにこれほど親身になって指導してくださるのは宝仙学園ならではだと思います。大学では社会学を勉強しています。政治学関連の授業ではユニークな教授が多く、特におもしろいのは映画から政治学的なメッセージを読み解くという授業です。宝仙学園で学んだ様々な角度から物を見る姿勢はいろいろなところで役立っています。
リベラルアーツ入試でプレゼンした歌とチャリティー活動を、入学後も学業と両立して続けることができました。中学時代は合唱祭に打ち込み２年連続金賞を受賞し、３年生ではクラスでギネス世界記録に挑戦するなど様々な経験を通して、多くのことを学びました。また自分で企画した国際交流会を先生方に提案し実現できたのは、やりたいことを相談しやすい雰囲気が学校にあったからです。生徒の挑戦を応援してくださる先生方に心から感謝しています。
私は幼い頃から保育士、幼稚園教諭になることが夢でした。高校受験のときに保育の世界にいくなら、高校から学び大学に行きたいたいなと思い、いくつかの保育科、保育コースがある高校に見学にいきました。その中でも宝仙の雰囲気や良い意味で先生方と近い感じがとても気に入り何度もオープンスクールに通い詰めたのを覚えています。実際入ってみると、普通科とは違った一つひとつの行事で培われる団結力、人間力、忍耐力など、知性だけではなく教養を身につけられたと思います。大学に出て、またさらに社会人になると当たり前のことが当たり前にできるようになっていました。そして現場で関わるのは子どもだけではありません。保護者はもちろん仕事を一緒にする仲間とも上手にコミュニケーションを取ることが大切です。大変に思うことは沢山ありますが、高校生から基礎を積み上げられて本当に良かったと思っています。
私は編入を受けて中学一年生の2学期から宝仙学園の一員に加わりましたが、体育祭実行委員長をはじめ様々なことを経験しました。試行錯誤を繰り返し続けた委員会活動、仲間と切磋琢磨した部活動、くじけそうになりながらも全員で乗り切った受験勉強、そのすべてがかけがえのない思い出です。宝仙学園での６年間の刺激的な日々は間違いなく私の世界を変え、成長させてくれました。この「宝仙魂」を胸に新たなる目標へと進んでいきます。
突然の自宅待機から始まり、相次ぐ部活、行事の中止や短縮。僕らの三年間は入学前に思い描いていた高校生活とはかけ離れたものでした。しかし、限られた時間ながら充実した高校生活を送れたのはすばらしい仲間と先生方に恵まれたからです。先生方には誰も経験したことのない状況ながら、僕らの受験、高校生活のために試行錯誤を繰り返しサポートしていただきました。僕らは不運な代には違いないけれど、辛い状況を共に乗り越えることで得られた絆は一生の財産です。
私の宝仙学園での学校生活は周りの人々に恵まれた4年間でした。9期生としての1年間、ニュージーランドでの1年間、そして10期生としての2年間。この学校に入学したからこそ留学にも行け、その後留年したからこそ、知り得ない仲間とたくさんの先生方と関わることができました。留学後に学年を下げる選択も例外ではありますが、快諾してくれ、その後のサポートのお陰で学校生活での不安や受験を乗り越えられました。全ては私が宝仙学園で恵まれた環境に身を置けたからです。ここでの数々の出会いは私の人生における財産です。
理数インター
理数インター
１. 主体的に計画し、総括し、バランスのよい自己評価ができること。
２. 様々な問題に対処するためのスキルを豊かにすること。
３. 自己と他者を尊ぶマインドを育てること。
私たちはこれらを身に着けて欲しいと願っています。僕らの生きるこの社会は、失敗を必要以上に恐れる空気に満ちています。だからこそ失敗を恐れずに、果敢にチャレンジし、今の自分を乗りこえて成長していくことが、満足ある生き方をする秘訣なのだと思います。あなたが自らの人生を歩き出すその背中を、私たち大人は見守っているのです。ぜひ本校の「広場」に集い、自分を成長させる機会を得て欲しいと思います。
新教科「理数インター」が2016年4月から新中学生に向けてスタートしました。授業は週に1時間で、中学3年間〝教科書にない学び〟をします。今、東京大学や医学部の入試問題に見られるように、自由な思考力や発想力が問われています。こうした力を磨くのです。
中1では思考の幅を広げていきます。たとえば入学してすぐにクラス全員の前で「未来の自分」を自己紹介します。自分の将来を思い巡らすことで、新しい発想を育むことが目的です。年齢だけは教員が「24歳」というように設定します。24歳なら、企業で活躍している未来もあれば、大学院で学んでいる未来もあるでしょう。起業したり留学したりしている未来もあると思います。ノーベル賞を受賞している未来もあるかもしれません。他の生徒の話を聞き、「大学院」や「起業」といった今まで知らなかった世界が見えてくる生徒もいるはずです。
中2ではプレゼンテーションの機会を増やしていきます。グループで情報や思考を共有化する方法、心に響く表現方法などを学びます。この際、活用するのがiPad などのICTツールです。
中3ではこうして培ってきた思考力をより進化、深化させていきます。たとえば、本校の食堂をさらに活性化させるにはどうすればよいか、具体的なプランをグループで練っていきます。みんなで考えた結果が、学校生活の質を向上させていくような学びを実践していきます。
本校のコンセプトは「知的で開放的な広場」です。この取り組みに卒業生や学校関係者、また地域の方々やNPOの方々も関わっていける授業にしたいと考えています。新教科「理数インター」によって、今まで以上に生徒が、勉強はもちろん行事や部活動の運営に主体的に取り組める姿勢を養ってほしいと思っています。
Return to Top ▲
