目標
海外の大学や、早慶上智(国際教養学部、外国語学部などの文系学部)への現役合格、英検1級合格を見据えて基礎からしっかりした学力を定着していきます。
英語で学ぶ教育
クラス担任はネイティヴの先生が担当します。
英語の授業はもちろん、WorldHistory, Geography, Contemporary Society, Chemistry, Biology, Science, Mathematicsなどの科目も英語で授業が行われます。そして朝のホームルームから帰りのホームルームまでネイティヴの先生が担当します。
英語の授業時数は突出
英語の授業は、週に8時間です。授業は7時30分に始まります。
平日は7限授業、土曜日は5限授業を行い、特に英語の授業時数は公立高校の約2倍となっています。
学年に関係なく3つのレベルに分かれる習熟度別の英語の授業では、高校1年生から英検 1級レベルの授業を受けることも可能です。
国語の授業も実施
国語の授業は日本人教員が担当し、進学コース同様に現代文、古文、漢文を学びます。将来の難関校進学にも対応できる指導を行います。
1クラスは少人数体制で、一人ひとりに丁寧な指導を行います。
帰国生受け入れ体制も万全
帰国生が今までに培ってきた語学力や、異文化体験をさらに活かしていきます。
International Course Teachers
Carl Hunter
I was born in Tacoma, Washington state, but I was raised outside of Washington, DC. I went to a public school where I played soccer and ran track. I received many medals in both sports. My biggest achievement in Track was my Virginia State champion Long Jump medal. I love most sports. My least favorite sports are baseball, and golf.
I went to Queens University of Charlotte, North Carolina where I continued playing soccer and running track. My soccer team went to the national tournament but lost in the round of 8. My major was business association with a minor in corporate communication.
I enjoy going out with my friends, though since I joined Gyosei it has become increasingly difficult to find the energy. I enjoy good food with good people, amusement parks, beaches, listening to music and sports. If you want to know anything else, please ask.
Andrew Webber
I was born in Newcastle, Australia. After teaching mathematics in Australia for a number of years I came to Japan to work at Gyosei International School.
At Gyosei I have taught Mathematics in the High School and Junior High School. I have also taught English at Gyosei Kimitsu Kindergarten and Gyosei International Primary School as well as in the Junior and Senior High Schools.
My hobbies are a cycling and swimming, two things which I try to do regularly. Some other things that I like to do are swimming or surfing in the ocean and traveling. However, I don’t get to do these things as often as I would like.
Joseph Vanualailai
I am all the way from the beautiful island of Fiji. I graduated with a Bachelor of Science Degree from the University of the South Pacific, and then took a Master of Science Degree at the University of Southern Queensland, Towoomba, Australia.
I taught senior Physics, Science, and Mathematics in Fiji and New Zealand for five years before coming to Japan in 2003. I taught as an ALT in Ibaraki for two years, and as an Immersion Teacher at Gunma Kokusai Academy, Gunma, for five years.
I enjoy playing rugby and was a member of rugby clubs in Ibaraki, Gunma, and Tokyo. My aim is to inspire students to enjoy learning science and to appreciate each and everyone’s uniqueness and talents.
Matthew Halverson
My name is Matthew Halverson. I was born near Seattle, Washington; hence my love of coffee and rain.
The Starbucks in Kisurazu is like a second home!
After high school I went to 'Harvard on the Hill' (Green River Community College) and then finished my studies in History and Latin at Pacific Lutheran University. After graduating I moved to Japan and have been here since. The past four years I have live in Saitama, Akita and Chiba.
My interests include reading. In my library you'll find the 'Map Maker', 'Sharpe' and 'Rebus' series. I also enjoy traveling. I've been to Mexico, Canada, South Korea, Australia, Hawaii, Alaska and Thailand. In Japan, I enjoy restaurant hunting. There are many bizarre and delicious dishes to be found in the countryside.
My teaching duties include high school and junior high English as well as Social Studies for my homeroom class (J3). I hope you enjoy your time here. Remember to keep you buttons done up!
Jonathan Lin
I’m a Taiwanese Texan born in Dallas, Texas. I have been here at Gyosei International for two years, and I just think it’s the most wonderful place on earth. The Gyosei cafeteria makes a dish called “Shanghai Yakisoba”, and it is just amazing. I believe it could be food from the heavens.
I finished my university in Texas and came to Japan for my master’s degree at Waseda University in Tokyo. . I enjoyed the student life in Tokyo and hope to go back to school again one day.
I can speak some Japanese, Taiwanese, and sadly Mandarin Chinese as well. Come talk to me if you want to know more about the Taiwanese language.
My favorite place in Japan is Chiba prefecture, because the red “Chiba ken” is awesome. So I hope no one disses Chiba, and don’t mess with Texas, or Taiwan. I like eating good food, especially all-you-can-eat restaurants. Other hobbies I have are “relaxing”, driving around on twisty roads, and reading manga from the 80s.
Maria Johnson
Hello, everyone! I’m Ms. Maria Theresa Johnson from the Philipines. I have been teaching Biology and Science for eleven years in both the Philippines and Brunei. I graduated university with a Bachelor of Science in Biology, finished a Professional Education program, and have graduate units in science education.
I’m really fascinated with the cultural differences and customs of different countries, and am looking forward to learning more about Japan as time passes by. Teaching here for the first time is a new challenge for me, but my goal as a teacher is to make sure that I prepare my students to be competent and to be able to face the outside world. Let me take this opportunity to thank you for the warm reception that I have received since my arrival.
Leland Davis
I was born in beautiful Los Angeles, California, and lived there for the first twenty years of my life. I started my studies at California State University, Los Angeles when I was only twelve years old. After completing a masters in Anthropology and History, I moved to Ann Arbor, Michigan, where I took a masters in History from the University of Michigan.
Soon after, I moved to Japan under the auspices of the JET Program. I worked as an ALT in Chichibu city, in Saitama for three and a half years. Chichibu is an enchanted place, a remote mountain valley dotted with temples, shrines, and kindly old people under the shadow of the majestic, if scarred, Mt. Buko. I still miss it.
I have been at Gyosei International School for two years, teaching English and World History. In addition to teaching, I manage the library, help with curriculum development, and assist with a variety of promotional activities.
General Introduction
The International Course at Gyosei provides students with a fully bilingual education. Students study in both English and Japanese, and learn how to live and work in both languages. The International Course is open to any student with a strong desire to learn and communicate in English. Staff at the International Course work hard to make sure that students with native-level English and students coming from more traditional Japanese schools are given a chance to develop and improve their English ability and their intellectual skills.
For returnee students and others with very high or native-level English proficiency, the International Program provides an opportunity to further develop both their English without neglecting their Japanese language skills. For Japanese students who have studied abroad for a few years, or who have studied English intensively at a juku or a special English program at their school, the International Program offers them the chance to transition from studying English to using English in a natural and fluent manner. For Japanese students from more traditional backgrounds, the International Program provides a truly intensive, immersive experience that can jump-start their ability to use English proficiently.
Faculty in the International Course are native speakers of English, from the United States, Canada, Australia and other English speaking countries. The English speaking staff members are well-qualified and experienced professionals, with a variety of teaching credentials, advanced academic degrees, and teaching experience. All homeroom teachers in the International Course are native English-speakers. As much as possible, all interaction with the students is in English. Extra support and guidance by the Japanese staff is provided in High School 2 and 3 to students interested in studying at a Japanese university.
Students in the International Course graduate from the Senior High school with a Japanese diploma. Those students who are interested in studying at a Japanese university have many options after graduation. Many of our students apply to international studies or English language programs at prestigious private universities such as Waseda, Keio, and Sophia, using the Admissions Office or the Returnee application procedures. The strong English language skills gained in the International Program also give graduates from the International Course a good chance at normal admission to a variety of other private schools.
Many students from the International Course have gone abroad for their higher education after completing the Senior High school. The bi-lingual education provided in the International Course is an excellent preparation for what can be a very difficult transition. Depending on their academic achievement and level of preparation, there are a variety of schools in the United States and other countries to which Gyosei graduates can apply with a reasonable chance of admission. These include language and culture schools which cater to international students, 2-year community colleges from which a student may transfer to a 4-year university, and a variety of different private and state 4-year universities. Some students who have chosen to study at a university in an English-speaking country have transferred to a Senior High school in an English-speaking country after completing the Junior High course. For those students, the International Course at Gyosei provided an invaluable bridge between Japanese education and the experience of studying in an English-speaking country. Other students have gone abroad as exchange students during their time in the Senior High course. As all staff members in the International Course are from English-speaking countries, they are able to give students advice about the colleges and universities in their home countries.
Curriculum Introduction
All English classes, and most content classes, are taught in English by native-speaking staff. At the Senior High level, students have 20-29 hours per week of instruction in English.
| Math 1 | 3 | |
| Math A | 2 | |
| Chemistry | 2 | |
| General Science B | 2 | |
| Biology 1 | 2 | |
| English I | 4 | |
| English Writing | 3 | |
| 総合学習 | General Studies | 1 |
| World History B | 5 | |
| Geography B | 4 | |
| Long Homeroom | 1 | |
| 国総現 | Japanese | 6 |
| 美術 | Home Economics | 1 |
| 保健 | Health Education | 1 |
| 体育 | Physical Education | 2 |
| 情報 | Computer | 1 |
| Course hours taught in Japanese | 11 | |
| Course hours taught in English | 29 | |
| Total | 40 | |
| World History B | 4 | |
| Math II / Geography B | 5 | |
| Biology 1 / Chemistry 1 | 4 | |
| English II | 4 | |
| English Writing | 3 | |
| 総合学習 | General Studies | 1 |
| Contemporary Society | 4 | |
| Long Homeroom | 1 | |
| 現代文 | Modern Japanese | 3 |
| 古典 | Classic Japanese | 4 |
| 美術 | Art | 1 |
| 保健 | Health Education | 1 |
| 体育 | Physical Education | 2 |
| 家庭科 | Home Economics | 1 |
| 情報 | Computer | 1 |
| Course hours taught in Japanese | 13 | |
| Course hours taught in English | 26 | |
| Total | 39 | |
| World History B | 5 | |
| Contemporary Society / Math Ext. | 5 | |
| English III | 4 | |
| English Writing | 3 | |
| 総合学習 | General Studies | 1 |
| SAT/TOEFl English Elective | 3 | |
| SAT Math Elective | 2 | |
| Biology Elective | 4 | |
| Chemistry Elective | 4 | |
| Long Homeroom | 1 | |
| 現代文 | Modern Japanese | 3 |
| 古典 | Classic Japanese | 3 |
| 体育 | Physical Education | 3 |
| 家庭科 | Art | 1 |
| Course hours taught in Japanese | 10 | |
| Course hours taught in English | 19 | |
| Total Required Hours | 29 | |
| Elective Hours | 13 | |
All English-language content classes in the International Course are taught using American, Australian, or British textbooks. Our goal is to follow as closely as possible the standard curriculum for students in those countries, while keeping in mind that our students are not native English-speakers. While students in the International Course study different material than they would in a normal Japanese school, on average the same material is covered at a comparable level. Students in the International Course who have transferred to the regular program at Gyosei have had few difficulties getting used to the Japanese curriculum.
Native English Courses
The heart of the International Course is its Native English Program. The Native English Program gives motivated students with lower levels of English ability a chance to rapidly improve their reading, writing, and speaking skills. It also gives high-level students a chance to study in an environment like that in an English class in America or Canada. This is possible because the students are divided by ability into one of three levels.
Students are split into three levels according to their ability.
Senior High Level 1 - Eiken level pre-2 and 2.
Senior High Level 2 - Eiken level 2 and pre-1.
Senior High Level 3 - Eiken level pre-1 and 1, and native speakers.
Students are placed into a class after an evaluation by the International Course staff. This evaluation considers the student's ability, motivation, and fluency. At the end of a term, a student may move up to a higher level if they are ready.
Senior High English
At the Senior High level, students spend 4 hours in English (Reading), and 4 hours in Native English Writing. As in the middle school, students are sorted into these classes by their English ability. In Reading level 1, students focus on reading and understanding a variety of materials, with an emphasis on novels. Leveled readers, like the Macmillan series, provide the students with a chance to read interesting and well-known stories that have been simplified to a level that they can understand. Reading level 2 focuses more on reading and understanding newspaper articles and short essays, material similar to that which they will face on a variety of tests, including the Eiken, TOEFL, SAT, and college entrance examinations. Reading level 3 models an English class as it might be taught in America. Students read native-level materials, both fiction and non-fiction, and discuss these works at a high level.
The English writing focuses on improving students' ability to write clear and coherent English sentences, paragraphs, essays, and stories. In Level 1, students review English grammar and practice its use through diaries, response essays, and sample-sentence writing. In Level 2, students practice writing essays and topic reports, using newspaper articles and opinion pieces as models. At this level, the focus is less on grammar and more on usage and style. In Level 3, students continue to practice writing from models, but with a further focus on creative and expressive writing. At all three levels, the goal is to build student ability in and comfort with using written English to communicate in an effective manner.
Content Courses
In addition to English, the International Course also has Math, Science, Social Studies, Contemporary Society, Geography, and World History classes taught in English, using international textbooks, by native English-speakers. Content courses provide students with a chance to use their English in a variety of different settings, and to build their vocabulary by studying domain-specific vocabulary.
Mathematics classes are taught in English using Australian textbooks. The required H1 class covers and extends the content required by the High School curriculum for Math I and Math A. In H2 and H3, Mathematics is an elective subject catering to students who may wish to study Science, Math, or related subjects at University.
Science is also taught using Australian textbooks. All students in H1 take a class in General Science, and have introductory courses in Chemistry and Biology. In H2 and H3 courses in Chemistry and Biology prepare students for study at University.
The social science curriculum in the International Course has a strong focus on Geography. As an international program, teaching an international curriculum, we feel that it is important for the students to build a solid base of knowledge about the world around them. At the High School level, students do three years of World History, one to two years of Geography, and one to two years of Contemporary Society.
