English Site for our Junior High School

A Greeting from the Principal

Haruhide Fuji Principal
Welcome to RISU-INTER!

Celebrating its 15th anniversary, RISU-INTER has set out a new concept for the next generation. It is an “intellectual and open square” where the students are players, the teachers are coaches, the 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 our school, where we have a student-first policy. It is essential to have high self-esteem. Japanese children often have low self-esteem, and I believe this is a severe problem. We encourage our students to accept themselves as they are and to know that they are doing well and have potential, even if they have weak points. If they have self-esteem, they can keep making an effort to beat their personal best when they confront challenges.

How can we foster their self-esteem? They need the experience of exploring their ambitions and being recognized by others. By accumulating these experiences, they can boost their self-esteem and, at the same time, be kind to others.

It must be the role of the school to provide a place for such a dynamic experience. From that perspective, on the 10th anniversary of the founding of this school, we created the subject named “RISU-INTER.” I invite you to come to our school to see and experience the unique and empowering classes where our students are always excited and taking initiative.

Our students have the courage to take on challenges without fail, supported by our teachers as their coaches. More than ever, we want to prepare opportunities and settings for students to play an active role in our school.

We look forward to your success in our school.

What “RISU-INTER” Means

“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.

Global Course (a course for students who grew up overseas)

Students in the global course take English classes separately from the other students, but take other subjects with them.

5 hours a week, English classes are taught in English by a native speaker 

2 hours a week, English is taught by a Japanese instructor

Preparation for various certification tests

Global Education

Study-abroad program in Asia for junior high school students (third grade):

In this program, students travel through other Asian societies (Singapore and Malaysia), where they can learn about themselves.

Students walk through the streets of Singapore, where ethnic groups from different cultural backgrounds coexist, and experience the fusion of various cultures. They stay in Malaysia and visit a village where they wear traditional dress and eat home cooking. Getting to know Asian cultures, including those of Japan, will help them prepare for studying in the U.S. when they are second-year high school students.

Travel Itinerary

Day 1 Travel by air to Singapore
Day 2

Visit a Japanese company

🚌 Bus ride

Interact with students from the University of Singapore. One of the university students attends each group of Hosen Gakuen and guides them around the city.

Day 3

Move to Malaysia

Interact with students from a Malaysian school.

Visit Kampung Village (Lunch and Cultural Exchange)

🚌 Bus ride to Singapore

Night cruise

Experience Wonder Full at Marina Bay Sands

Day 4

Singapore City Walk (in groups)

Visit an Islamic Mosque, a Hindu Temple, and Chinatown

Singapore Flyer Ride

Day5 Travel by Air to Haneda airport

 

U.S. Study Tour

This is only for high school students. Click here for details (https://www.hosen.ed.jp/top/english-site-for-high-school/)

 

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! 

 

A Stage-Based Approach to Support Students

For six years between the ages of 13 and 18, when mental ability and body grow significantly, education according to the stage of development is essential. Between the 1st and 2nd year is the period when students acquire basic scholastic proficiency. Students acquire ideal learning habits and lifestyles and develop the ability to act as members of both teams and of RISU-INTER. Between the 3rd and 4th year is the period when they refine their thought-processes. Through verification and consideration, they form their own opinions and broaden their perspective on society. Between the 5th and 6th year is the period when they try to achieve self-realization. Students do not rely on adults but think and act independently, set their agenda, and achieve their goals. With support in outlined stages, students contemplate their future and engage in their own paths without being overburdened.

 

The 1st and 2nd year:

The period when students acquire basic scholastic proficiency.

  • They acquire ideal learning habits and lifestyles.

 

The 3rd and 4th year:

The period when they refine their thought-processes

  • They establish self-study.
  • They create a study plan and reflect on their learning.

 

The 5th and 6th year: 

The period when they try to achieve self-realization.

  • They set an agenda and achieve their goals.
  • They create a long-term plan and learn discipline.

→They acquire resiliency and firm confidence so that they can go on the path they decide.

 

Guidance in School Courses

Education according to developmental stages.

Students make a hypothesis and verify it. If it doesn’t work, they try another way.

They cultivate attitudes and logical thinking skills in daily classes.

 

The number of class hours in the five major subjects is 27 hours a week, which is much longer than most schools in the Tokyo Metropolitan Area.

The time spent in class in the five major subjects, which are English, mathematics, Japanese, science, and society, is 27 hours per week. Among private junior high schools in the Tokyo Metropolitan Area, we have secured many classes. This is not to teach students in advance what they will learn in high school, but to ensure that everyone progresses. We aim to keep the number of students per class at 35 and take care of each student. We ensure that the students understand what they should work on, when they should do it, what tools they should use, and how they should use those tools. We understand the student’s learning situation in detail and encourage them to learn every day, develop fundamental knowledge, and create academic ability on a solid foundation.

 

Follow Up Hours

We set up English and math “Follow Up” hours, one hour for each student per week, to conduct personal coaching according to each 1st year student’s level of understanding. Students make it their weekly routine to fill in gaps in their understanding and build a solid knowledge foundation. 

 

Studying 5 Major Subjects at the Students’ Own Pace

The in-class time in the third year of junior high school is about 1,000 hours more than the government course guideline. This is to ensure that students develop academic abilities in the five major subjects required for the examinations of national and public universities. In addition, by taking classes to develop logical thinking skills, presentation skills, and communication skills, students will acquire authentic academic abilities.

 

The Purpose and Approach of School Courses

Being an ever-evolving educator is our philosophy.

We believe that the purpose of our education is to always strive for our personal best without fear of failure.

 

English

We conduct “4 Skills +α” classes based on the three elements of academic ability and have students enjoy learning English.

  • We teach basic knowledge and skills.
  • We develop the thinking, judgment, and expressive abilities necessary to solve problems by utilizing knowledge and skills.
  • We have students do collaborative work that actively tackles learning. We aim to develop in students the understanding of English as an academic field through classes and to help them realize that they will develop the ability to express themselves in English.

 

Mathematics

We develop in students the value of critical thinking.

We teach algebra and geometry separately using a teaching material called “system mathematics.” In addition to 5 classes per week (6 classes per week for 2nd and 3rd year), we arrange the Follow class for 1st year students once a week to convey the joy of mathematics. Through math classes, we encourage the students to constantly think critically rather than listen passively.

 

Japanese

We encourage the students to build a foundation that supports communication and logical thinking.

By implementing active learning in junior high school, students will improve their presentation skills and logical thinking skills. We aim to deepen Japanese skills as it connects all subjects.

 

Science

We foster great scientists of the future.

In addition to physical geography and chemical biology, we provide a lab class where students conduct various experiments. By each class working closely together, the students acquire perseverance to solve problems, expressiveness to convey concepts to others, and an approach to self-study.

 

Society

We develop an attitude of being interested in, examining, and thinking about the various events that are happening today.

The 1st year students learn geography, the 2nd year students learn history, and the 3rd year students learn history and civics. Also, beginning in the 1st year, students study, summarize, and make a presentation using newspaper articles. Through such learning engagements, the students develop a habit of thinking “why?”.

Numbers of students who got accepted to top-universities by year

■Oversea University ■National University ■Medical School ■Waseda, Keio, Sophia University, and Tokyo University of Science ■Gakushuin, Meiji, Aoyama, Rikkyo, Chuo, and Hosei University

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. 

School History

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

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