JUNIOR HIGH SCHOOL
We will encourage students to establish basic academic skills through stimulating their “Intellectual Curiosity” as a basis for learning. Classes are designed to develop students’ self-motivation for learning through “attractive” classes that focus on interactive learning strategies, including critical thinking activities. For English and Mathematics, that require a certain buildup of academic achievement, we implement the “r-Test” of conducting mini-exams every day. In doing so, students can consolidate on their particular areas of study, acquire a proactive way of learning and establish basic academic skills.
The “Research Seminar” starts from eighth grade (Junior High School 2nd grade). Students’ eagerness to learn is respected and indeed encouraged. Students choose a course based on their own interests, and make their final presentation at the school festival in the ninth grade (Junior High School 3rd grade). Students start learning how to research theses and materials, write essays and express their ideas via their presentations. It is a “Liberal Arts” class allowing the students to pursue their own interests in each subject.
The English curriculum (eight hours per week) encompasses a solid balance in four skills: reading, listening, speaking and writing. Native English-speaking teachers prepare classes in order that students may acquire a good command of English. Stundents also have a lab class once a week, the students’ capacity to think logically in their scientific research is cultivated through the format of, “Question→Hypothesis→Experiment→Consideration→Discussion→Presentation”.
There are separate classes for students who have spent some time overseas and who are able to speak English fluently (including domestic students with a good level of English) and classes for those who have not studied English before school entrance. Domestic students (Zero-based English Education) study in order to develop and use the English they acquire during their school life. Also, they will enjoy the benefits of a diversity of backgrounds, such as overseas returnee students in each class.
We provide 10 hours of English lessons per week and develop an active-learning approach through team-teaching (in English) from both native and Japanese staff. Students who start English from school entry will see a gradual increase in the amount of lesson time conducted in English in accordance with the improvement in their English ability. One native staff is allocated to each class, as an assistant homeroom teacher, and spends class time, breaks and lunchtime together. In this way, we aim for a student school life that provides a place for learning practical English and for improving students' communicative skills, thereby enabling each student to express his or her thoughts.
We are also active in introducing an immersion class where subjects other than English are conducted in English. The aim of this immersion is that zero-based English ability students may able to acquire English at an accelerated pace while the English proficient students maintain their English ability and enjoy a Japanese education. MITA International School is a Japanese junior and senior high school stipulated in Article 1 of the Japanese School Education Act. The students receive education in English, earn enough credits for graduation and will be qualified for the Japanese university examination, when they finish all the courses at high school.
English proficiency is not a factor in the formation of the International homeroom classes. However, for English classes, students are placed into one of three different levels in accordance with their English proficiency.
Students in “Advanced” classes can also take Math, Science and Social Studies in English. These placements are determined according to the result of the assessment test when entering the school and again at the end of the school year.
|Levels||No prior English language study required.||For those students who display a moderate level of English aptitude. This is determined according to the result of our assessment test.||For those students whose English proficiency is at a native English level such as a returnee student.1st year students are selected according to the result of the entrance exam or the assessment test administered prior to entering school.|
|Homerooms||Formed regardless of the English proficiency of the student. The homeroom teacher is a Japanese teacher and the assistant homeroom teacher is a native English-speaking teacher.|
|English||Team teaching by a Japanese teacher and a native English-speaking teacher.||Classes are conducted completely in English by a native English-speaking teacher.||Classes are conducted completely in English by a native English-speaking teacher.|
Acquire 4 skills (reading, listening, speaking and writing) equally by establishing the grammar foundations.
To improve the quality of skills in listening and speaking, as well as, strengthening grammar and writing skills to enhance overall English proficiency.
Acquire critical thinking, analytical, organizational, and communication skills through discussion, debate, presentation and public speaking.
|Japanese||Japanese class conducted by a Japanese teacher.||Japanese class conducted by a Japanese teacher.
A basic class is also available for returnee students, etc.
|Math||Japanese class conducted by a Japanese teacher.||Classes are conducted completely in English by a native English-speaking teacher who has specialization in the subject they teach.|
|Additional Classes||They are conducted in Japanese by a Japanese teacher.|
In addition to Advanced English class, students take Math, Science, and Social Studies in either English or Japanese. Advanced classes incorporate an international school style. However, curriculums are configured to guidelines set by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). Class pacing is the same as in the standard and intermediate classes. In math, science, and social studies, students can choose English or Japanese classes to create a class combination especially suited to their needs. Students may also enroll exclusively in Japanese-language math, science, and social studies classes to better meet their academic goals.
|Example 1||English||Math||Science||Social Studies||Japanese|
|Example 2||English||Social Studies||Math||Science||Japanese|
■English: Oxford Practice Grammar: Intermediate: Without Key
■Math: KEIRINKAN Gateway to the future Math 1
*This class begins in April 2019 and is subject to change.
MSTC provides programs to students with a keen interest in math and science. Students go beyond a cursory study by deepening their knowledge, learning problem-solving, and cultivating a habit of logical thinking. Learning is not confined to a textbook, instead highly motivated students engage in expansive discussions.
Daily lessons in the Science Literacy and Basic Research α classes establish knowledge of the scientific process, “Question → Hypothesis → Verification → Conclusion,” and develop competence in the “Experiment → Data → Presentation” cycle.
MSTC trains students to analyze concepts objectively and multifacetedly by approaching them both theoretically and practically, developing their ability to discover and solve problems.
|The motto is “Find your own mystery.” The wonder you wondered is yours only. Students produce original research and engage in peer evaluation of their work.||Once students identify the problem, they take action. Students acquire basic knowledge of how to operate laboratories which are capable of advanced level experiments. Through discussion, They learn to analyze the results from experiments.|
|Term 1||Term 2||Term 3|
|J1||Acquire learning skills|
|J2||Academic paper reading comprehension||Determining the research subject||Mid-term presentation|
|J3||Conducting experiment||Presenting at MIF||Producing academic papers|
MSTC provides additional Science Literacy classes. During J1, students acquire prerequisite learning skills for Basic Research α which begins in J2. The school offers opportunities to share and discuss experiments. MSTC develops students’ thinking faculties and abilities to identify problems. Then they learn a logical approach to promote research.
Students choose lectures based on their interests, set a related research subject, then investigate and produce academic papers. Students may continue these research activities through 4 years of MSTC, including Basic Research β.
*This is planned to be a joint program with RC・Basic Research Seminar.
Beyond medical school preparation, MSTC covers issues related to medical science and hygiene, bioethics, and medical and science history. Inspired by the ambitions of pioneers who formed the foundations of modern science, students develop the mindset of medical professionals and researchers. In addition, for university entrance examinations, students are expected to begin learning high school level math during junior high school.