Nowadays, the selection process and topics of university entrance examinations at both national and private universities have become so diverse that it is no longer so effective to have all students study the exact same curriculum. That is why the curriculum at this school is created right from the start of junior high school with the final university examination in mind. From the second year of junior high the curriculum introduces two courses, the “Class for those aiming to enter top national universities” and the “Class for those aiming to enter national universities.” In the third year, a further course, the “Class for those aiming to enter the elite universities,” is offered. From high school onwards six courses are offered that further target the specific university entrance goals of the students. This allows for very effective learning, geared to each individual student’s personal higher education goals.
To really develop scholastic ability one must develop “NINGENRYOKU” (Positive Human Character), a Japanese word encompassing all the positive characteristics of human nature, such as courage, kindness, perseverance, etc. This is the founding point of the learning concept employed at Okinawa Shogaku Junior & Senior High School. Of course, the ultimate goal of Okinawa Shogaku Junior & Senior High School is to have the graduate pass the university entrance examination on their first attempt, and thus, the fundamental scholastic ability needed for the final examinations is instilled in students from very early on (at the junior high school level). The complete development of this ability is one of the most important tasks of the school. We nurture the individual development of character to foster “NINGENRYOKU” by instilling upon our students, faculty, and staff to do their absolute best at all things whether it be studies, sports, friendships or anything else. We believe that by developing “NINGENRYOKU” individuals also become motivated to take their scholastic ability to a higher level.
At Okinawa Shogaku Junior High School, English and Mathematics curriculums are separated into different aptitude levels. This allows classes to proceed smoothly as each class is composed of students of similar scholastic aptitude. Classes are geared to each level of students, making it possible to develop a curriculum that is easily absorbed by students in the class. The levels are separated based on the results of the nationwide junior high school mock examination, and because of this, classes have proven to be more effective.
Because the number of classroom hours spent on the three core subjects English, Mathematics, and Japanese is more than that at a regular public junior high school, as a general rule students complete the three-year junior high school curriculum in two and a half years. From the second term of the third year of junior high school, students begin the high school curriculum. Before being able to begin the high school curriculum, students must take an advancement test to assess their aptitude for the work. Reviews of the junior high school curriculum are held for those who do not pass the aptitude test. If a student’s understanding of the fundamental curriculum of junior high school is insufficient, then comprehending the high school curriculum will become increasingly difficult, and in some cases students will be unable to study by themselves.