Ochanomizu University Senior High Schoolの背景画像

Ochanomizu University Senior High School



04.10.2021 Update

 The outline of SSH

What is SSH(Super Science High School)?

 The purpose of SSH is to cultivate students’ scientific abilities and skills, as well as their ability to think, judge, and express themselves scientifically, and thereby to develop human resources in science and technology who can play an active role globally in the future. For this purpose, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) designates schools that conduct research and development on curricula for science and mathematics education as Super Science High Schools in order to obtain empirical data that will contribute to the improvement of curricula for science and mathematics education at high schools. In addition, research and development will be conducted on the transition from high schools to universities education in the field of science and mathematics. Ochanomizu University Senior High School has been designated as a Super Science High School (SSH) since the 2019 academic year.

The outline of SSH Programs at Ochanomizu University Senior High School

Bringing Women’s Power to the World: 

Fostering Collaborative Innovators and Citizens With Scientific Mindset


 We aim to provide attractive science and mathematics education with the aim of fostering innovative women who not only have scientific mindset as global citizens but also can contribute to breakthrough discoveries. Students are to train their critical thinking skills and science literacy to grow into competent global citizens.

Special Curriculum for SSH Program

 As the school’s original courses, we offer “Project Studies” for the first-year students in which students learn basic skills for scientific research. In addition, students are to take “Science of Daily Life” to make observation on everyday objects such as food and clothes and study them from scientific viewpoints. In the second year, based on what they have learned in the first year, they develop critical thinking skills as well as the ability to discover and create new values through their own experiments and research. In the third grade, students will integrate their learning in “Problem-based Research” to enhance their ability to make judgments, decisions, and build consensus based on scientific evidence.

 Below is the detailed descriptions of the schools’ original course designated for SSH Programs:

Science of Daily Life (1st year compulsory):

By viewing things that are happening in everyday life from a scientific point of view, students will develop the attitude and ability to perceive various events scientifically.

Project Studies Basics (1st year compulsory): 

Students acquire the skills necessary for inquiry-based learning, such as observation, experimentation, and data processing, through experiential and integrative learning activities.

Project Studies I (2nd year compulsory): 

Building on the efforts of the SGH (Super Global High School) project from 2014 to 2006, this course cultivates the ability of students’ to find problems on their own, the attitudes and skills to engage in exploratory learning independently and comprehensively, using scientific methodologies they had acquired in the previous year. Students choose one course that matches their interests out of eight courses offered, and will deepen their thinking through dialogue with other students who share the same interests and the instructors in charge of the courses.

* Eight Courses Offered in Project Studies I

Project Studies II (3rd year elective): 

Students will deepen and enrich what they have learned in “Project Studies I,” and develop their studies into their final stages to present in academic conferences or write a thesis.

Exploration of Sustainable Society (3rd year compulsory):

Students will integrate the knowledge and skills acquired through various learning activities over the past years in this collaborative learning course. Through discussions based on scientific evidence, students develop the ability to make value judgments, decisions, and are able to build consensus on social issues from multiple perspectives, as well as attain the attitude to support innovation in the society.

Characteristics of SSH Program at Ochanomizu University Senior High School

Fostering Global Mindset

 We are working to develop inquiry skills based on a multifaceted perspective as well as scientific English skills and English communication skills necessary to be active global citizens with the wide and deep knowledge in science and technology. In order to improve students’ ability to conduct scientific research in English, we offer a variety of scientific English courses and workshops, such as “Effective Approaches to English Science Journal,” “Introduction to Scientific English Presentations,” and “Practice of Scientific English Presentations.” We also provide students with the opportunities to have online exchange with students at oversea affiliated school, Taipei Municipal First Girls High School. Students engage in online discussions on a variety of topics in May and June, followed by a joint research presentation in November.

Women in Science

 Female researchers and entrepreneurs give talks on how they have pursued their career as women in science. In addition, students can participate in lectures and talks on gender issues and STEAM education hosted by Ochanomizu University.

Working with Higher Educational Institutes

 In an ideal educational environment utilizing Ochanomizu University’s resources, students will receive a broad education and acquire basic academic skills that will serve as a foundation for the qualities and abilities needed to play an active role on a global scale. They are given opportunities to study a large number of subjects in a wide range of courses. In addition, through lectures by foreign researchers invited by the university and extracurricular activities, students will develop interests in global issues, science, and technology, as well as willingness to tackle these issues on their own.

Support for Students

Joint Program with universities

  * With Ochanomizu University

 We have a joint program with Ochanomizu University, which includes open courses for the students to attend to, opportunities for career guidance, and support for students’ research projects provided by Science Education Center. Professors at each faculty make up Advisory Board to provide students with guidance and advice based on their specialties.

  * With other universities

We also have joint programs with a range of top universities in the country, such as Tokyo Institute of Technology, University of Tsukuba, Kyoto University, Tokyo University of Agriculture and Technology, Saitama University, Tokyo University of Science.

Collaboration with Other Organizations

 We work closely with other universities, research institutes, international and domestic NGOs, global companies, and overseas educational institutions in order to provide wide opportunities for students to foster global mindset.

Working with Alumnae

 We provide guidance and advice at lectures and research presentations by the graduates of Ochanomizu University Senior High School.

Working with Other High Schools

 We also collaborate with affiliated high schools such as Taipei Municipal First Girls High School, Kanto Seven Girls’ High Schools, and other SSH designated high schools.

Evaluation of the Program

 The achievement of the SSH project will be measured using the following methods.

  1.  SSH Awareness Survey to measure students’ motivation to reflect on their own efforts in each subject (in April for all students, in January for 1st and 2nd year students, in December for 3rd year students)
  2. GPS-Academic (Benesse Corporation) to measure critical thinking skills, collaborative thinking skills, creative thinking skills (in December)
  3. Term examinations to measure understanding and acquisition of knowledge
  4. Self-reflection Rubric to reflect on progress (in Project Studies I). We designed special rubric to let students reflect upon their progress through interviews with the instructor of the course. In accordance with the nine perspectives in the rubric, the students’ self-evaluation and the instructor’s evaluation are shown on a radar chart. In the interview, the chart is used to discuss the progress and problems regarding students’ projects and to improve students’ meta-cognitive skills.
  5. GTEC (3rd year students) and Cambridge English Assessment Test (1st and 2nd year students) to measure English proficiency (in November)
  6. School evaluation questionnaire (for all students)
  7. Various questionnaires are administered to the participants of various SSH events, such as SSH Research Presentation, online meetings with affiliated schools, and special lectures/talks.