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我們的課程 Our Courses

我(wo)們課程(cheng)是專為國際學生進入世界頂(ding)級院校而(er)量身設計！

A course will run when there is a sufficient number of students of comparable English language level with a strong interest to challenge themselves, and their peers, to excel in though-leadership.
如果學生擁有足夠的英語水平，他們會比同齡人推有更(geng)強的競爭力，在領導方面出類拔萃!

藤校&G5綜合能力課程

1、通過全球(qiu)學習的思想領 Thought Leadership through Global Learning

2、哲學(xue)與邏輯 - 社(she)會(hui)科學(xue)思維(wei) Philosophy, Logic and Methods

3、國際視野開拓及領導力課程 Great Thinkers and Pivotal Leaders

4、“中(zhong)和(he)西” - 出(chu)國留學(xue)需要期待什么？ “East” and “West” - Preparing to Go Overseas

5、私人定制導師(shi)Personal Development Mentoring

我們的學習方式 Our Way of Learning

We recognise that students already spend many hours-a-day in classes at School and spend much time on homework and further study. Our approach to learning is different.
我們認識到(dao)，學生(sheng)已經花(hua)了很多小時在(zai)學習傳統(tong)知識和作業上(shang),我們的(de)學習方法是不同。

亦師亦友，探索求知

Our pedological approach is based around a relationship of responsibility between the student, teacher and their peers. We will use the seminar and tutorial style of learning from leading international universities, based around interactive engagement. Students are not in class to learn “the right-or-wrong answers”, but rather to further their intellectual curiosity and discover new things about their own academic and personal development.
我們的(de)培訓方(fang)法是基(ji)于和(he)學(xue)生建(jian)立良好的(de)關(guan)系，亦師亦友。我們將在(zai)(zai)相方(fang)互(hu)動的(de)基(ji)礎上，運用國際頂尖大學(xue)舉辦的(de)研(yan)討會和(he)導師制方(fang)式(shi)去進行學(xue)習。學(xue)生不(bu)是在(zai)(zai)課堂上學(xue)習“正確或錯誤的(de)答(da)案(an)”，而是為了進一步提高他們的(de)求知欲和(he)發現他們內在(zai)(zai)的(de)潛能(neng)以及未來可發展的(de)新事物。

藤校能力：研究和調查，分析論證與閱讀

A key feature of this approach to learning is the incorporation of “transferable skills” i.e. the “quiet” honing of skills that can be used across other disciplines in current and future learning. Through case-studies and evidence-oriented analysis students will learn techniques to enhance their research and investigative capabilities, as well as their analytical, argumentation, and reading skills.
這種學(xue)習方式的(de)(de)一個很重要的(de)(de)特點是將(jiang)各項技能(neng)融(rong)入到當前(qian)和未(wei)來學(xue)習的(de)(de)其他(ta)學(xue)科(ke)中。通過案例研(yan)究和以證據為導向的(de)(de)分析，學(xue)生(sheng)將(jiang)學(xue)習不同的(de)(de)技巧(qiao)，以提(ti)高他(ta)們的(de)(de)研(yan)究和調(diao)查能(neng)力，以及他(ta)們的(de)(de)分析、論(lun)證和閱讀技巧(qiao)。

Students will be expected to do some reading on challenging intellectual texts, before classes and then to discuss. Assessment will be on the basis of an open essay or presentation.
學生們(men)將(jiang)在上課(ke)前討論(lun)(lun)一些(xie)有挑(tiao)戰(zhan)性的(de)文(wen)章，然后(hou)再討論(lun)(lun)。評估(gu)將(jiang)以公(gong)開(kai)的(de)論(lun)(lun)文(wen)或陳述為基礎。

誰應該上我們的課？

K-12 International Academy is an open, diverse and safe-space for learning and discussion. Our classes are open to students no matter their nationality. Some of the classes will have prerequisites, primarily around age requirements and English language level. These will be indicated on each course.
海拓教育K-12是一個開放、擁有(you)多樣(yang)性、安全的(de)學習(xi)機(ji)構。不管學生從哪(na)而來(lai)，我(wo)們的(de)課程(cheng)都對學生開放。個別(bie)課程(cheng)將(jiang)有(you)適(shi)合(he)人群(qun)，主要(yao)是年(nian)齡(ling)和英語水平(ping)上(shang)的(de)要(yao)求。這些都將(jiang)在每(mei)個課程(cheng)介紹上(shang)注明。

藤校能力課程

一、通過全球學習的思想領導 Thought Leadership through Global Learning

導言Every parent wants what is best for their child. It is an innate, universal desire across all cultures and countries. Today, in Beijing, one of the biggest challenge for many parents is on deciding what to choose for their child. There are a staggering range of education options for parents.
每個父(fu)母都想(xiang)要將最好的(de)(de)給予他們的(de)(de)孩子。這是(shi)超越所有(you)文化和(he)國家(jia)之(zhi)間的(de)(de)愿望(wang)。今天，在中國，許多父(fu)母面臨的(de)(de)最大挑戰之(zhi)一是(shi)決定為孩子選擇什(shen)么。對父(fu)母來說，教育的(de)(de)選擇是(shi)各(ge)式(shi)各(ge)樣的(de)(de)。

K-12 International Academy’s philosophy is straight-forward – we want our students to develop to be well-rounded, responsible members of a global community; comfortable and confident in themselves whether in Beijing, London or New York.
海拓教育理念是：我們(men)希望學生發展成為(wei)一個全面、有責任地成功人士。無論他(ta)們(men)身處世界何(he)地，都感到(dao)自豪(hao)和舒適！

Our approach to education is holistic, focussing on the interest and character of each of our students, and developing a personalised plan for each individual.
我(wo)們的教(jiao)育系統是全面(mian)的，著(zhu)眼于每個學生(sheng)的各個階段(duan)、興趣以(yi)及性格(ge)，并為(wei)每個人制定獨一無二的個性化計劃。

Our aim is to work with our students to help them develop to be intelligent, resourceful, sociable and adaptable individuals, ready to thrive no matter the location.
我(wo)們的(de)目標是與我(wo)們的(de)學(xue)生建立良好的(de)關系，幫助他(ta)們發(fa)展成為聰明、機智、善于交際和適應力強(qiang)的(de)人，無論在何(he)時、何(he)地(di)，他(ta)們都可以茁壯(zhuang)成長(chang)。

Education is not just about learning new things, acquiring more knowledge and skills. Of course, these are essential elements. However, of equal importance is the development of a confident individual capable of making good career and life-style choices as children and young adults. K-12 International Academy is about providing the developmental support for your child so when they go overseas for further studies they are ready for anything, and their parents can be confident in their intellectual and emotional maturity. Being successful and happy requires students to understand, from an early age, their strengths and weaknesses and to be able to be responsible for their choices and decisions.
教(jiao)育不僅(jin)(jin)僅(jin)(jin)是學習新事(shi)物，獲(huo)得更多的(de)知識和(he)技能(neng)(neng)。當(dang)然，這些是必不可(ke)少的(de)元素。然而，同樣重(zhong)要(yao)的(de)是發展(zhan)成(cheng)位一個(ge)(ge)自(zi)信(xin)的(de)個(ge)(ge)體，能(neng)(neng)夠(gou)作為青年人選擇良好(hao)的(de)職業和(he)生活方式。海拓(tuo)教(jiao)育是為你的(de)孩子提供發展(zhan)支(zhi)持(chi)，所以(yi)(yi)當(dang)他們(men)出國深造時，他們(men)準備好(hao)做任何事(shi)情，他們(men)的(de)父(fu)母(mu)可(ke)以(yi)(yi)對(dui)他們(men)的(de)獨立性和(he)自(zi)我管理能(neng)(neng)力有足夠(gou)的(de)信(xin)心。成(cheng)功和(he)快(kuai)樂需要(yao)學生從小就了解(jie)自(zi)己(ji)的(de)長處(chu)和(he)短處(chu)，并能(neng)(neng)對(dui)自(zi)己(ji)的(de)選擇和(he)決定負責。

二、哲學與邏輯 - 社會科學思維 Philosophy, Logic and Methods

為什么要選擇“哲學與邏輯 – 社會科學思維”? Why Take the Philosophy, Logic and Methods

Many students are adapt at working on the “hard” sciences, taking courses in physics, chemistry and biology. There is another branch of science, which is very important for many students planning to go overseas, namely the “Social Sciences”.
現(xian)時國內大部份的(de)(de)初高中(zhong)學(xue)(xue)(xue)生只學(xue)(xue)(xue)習(xi)校(xiao)內教授(shou)的(de)(de)“硬科(ke)(ke)學(xue)(xue)(xue)”(Hard science)，例如 : 物(wu)理、化(hua)學(xue)(xue)(xue)和生物(wu)等課程。但還有一種科(ke)(ke)學(xue)(xue)(xue)領(ling)域 - “社會科(ke)(ke)學(xue)(xue)(xue)”, 對(dui)于許多打算(suan)出國的(de)(de)學(xue)(xue)(xue)生來(lai)說也非常重(zhong)要。

什么是“哲學與邏輯科學思維”? What is Philosophy, Logic and Methods?

This course aims to introduce students to the academic rigour of the social sciences and work with them on specific skills around critical thinking, research, presenting and supporting an argument. Students will also be taught on the skill of reading in the social sciences, to quickly understand a text and derive from a lengthy text its core meaning. These skills are crucial for future 3rd level study, and are transferable across all disciples.
本課程宗旨(zhi)在于(yu)向學(xue)(xue)生(sheng)介(jie)紹社會(hui)科(ke)學(xue)(xue)的(de)(de)(de)學(xue)(xue)術嚴謹性，并(bing)圍繞(rao)批判(pan)性思維(wei)(wei)、研(yan)究、陳述和支持(chi)論(lun)點與學(xue)(xue)生(sheng)討論(lun)。學(xue)(xue)生(sheng)還將學(xue)(xue)習從(cong)社會(hui)科(ke)學(xue)(xue)的(de)(de)(de)思維(wei)(wei)角(jiao)度(du)去學(xue)(xue)習更(geng)高(gao)層次的(de)(de)(de)閱讀技(ji)(ji)巧(qiao)，以便快速理(li)解(jie)課文并(bing)從(cong)冗長的(de)(de)(de)文本中獲得當中的(de)(de)(de)核心思維(wei)(wei)。這(zhe)些技(ji)(ji)巧(qiao)對于(yu)未來申請國外(wai)高(gao)中以及大學(xue)(xue)本科(ke)有至關重要(yao)的(de)(de)(de)作用。

Each session will involve an important theme in contemporary global society and students will be taught to use social science techniques to analysis in a thorough and rigorous manner.
每(mei)節(jie)課(ke)將談到現(xian)時全球(qiu)社(she)會(hui)上的一個(ge)重要事(shi)件(jian)/主(zhu)題，學生將被教(jiao)導使用(yong)社(she)會(hui)科學的思維方式(shi),進行透徹和嚴(yan)謹的分(fen)析。

適合人群 Prerequisites

A Good command of English. Students will be assessed in advance for their suitably for this course.
英語有一定(ding)基(ji)礎(chu),需要進一步提升(sheng)邏輯(ji)及分析能(neng)力的學(xue)生(sheng)。12+ years12歲或以上

預期目標 Intended Learning Outcomes from the Course

Students will be expected to have acquired the basic knowledge around the social sciences
學(xue)生(sheng)應識及了解社(she)會科學(xue)的相(xiang)關基本(ben)知識。

Students will be expected to have improved their qualitative and analytical skills.
學生的個人素質及理解能力得到提高。

Students will be expected to have improved their reading and research skills.
學生(sheng)的閱讀和分析(xi)能力得到提高。

三、國際視野開拓及領導力課程 Great Thinkers and Pivotal Leaders

為什么要選擇“國際視野開拓及領導力課程”?

Students, today, are very focussed on their own study, exams and immediate life that they rarely have time to reflect on the world they live in.
現今的學(xue)生(sheng)(sheng)只專注于(yu)自己的學(xue)習、考試(shi)和日常生(sheng)(sheng)活相關(guan)的事物(wu)，缺乏(fa)時間和不(bu)主動去(qu)思考他們(men)世界上發生(sheng)(sheng)的各(ge)種事情。

什么是“國際視野開拓及領導力課程”?

This course aims to help students understand the complexities of the international system. It takes a look at big global issues, both contemporary and in the recent past, and examines the causes of global events. The course also introduces students to theoretical concepts used to analyse and understand the behaviour of countries and how ideas shape leaders and major global events. Students will acquire important skills around having a solid knowledge on key issues in today’s world, and how large global events shape future trends in the global economy and society.
本課程旨在(zai)幫助學(xue)(xue)生了(le)解(jie)國際之間的(de)(de)關(guan)(guan)聯性(xing)。課程著眼(yan)于現(xian)代(dai)和過去(qu)有關(guan)(guan)全球(qiu)(qiu)(qiu)性(xing)的(de)(de)重(zhong)大問題，并探討全球(qiu)(qiu)(qiu)事(shi)件的(de)(de)起因。課程還(huan)會(hui)向學(xue)(xue)生介紹、分析和理解(jie)各國的(de)(de)行為理論和概念(nian)，以(yi)及思索如何(he)成為領導(dao)人和重(zhong)大全球(qiu)(qiu)(qiu)事(shi)件。學(xue)(xue)生將在(zai)當今世界的(de)(de)關(guan)(guan)鍵問題上掌(zhang)握扎實的(de)(de)知識(shi)，以(yi)及全球(qiu)(qiu)(qiu)大事(shi)如何(he)影響全球(qiu)(qiu)(qiu)經(jing)濟和社會(hui)的(de)(de)未來趨勢，從而獲(huo)得重(zhong)要的(de)(de)資訊。

適合人群 Prerequisites

A Good command of English. Students will be assessed in advance for their suitably for this course.
英語有一(yi)定(ding)基礎,需要提升(sheng)專注力(li)及分析能力(li)的學(xue)生。12+ years12歲或以上

預期目標 Intended Learning Outcomes from the Course

On completion students should have a better understanding of global affairs, and big ideas, events and leaders shaping the international global order.
在完成(cheng)課程后，學生應(ying)對(dui)全球性(xing)事件和(he)各國領導人有更深入的(de)認識(shi)，從而(er)形成(cheng)主動(dong)關(guan)注國際社會事件的(de)習慣。

Students will have a basic understanding of theories used by thinkers and leaders to analyse global affairs
學生將(jiang)從評論家(jia)和領導者的(de)各度分析國際事(shi)件,從而(er)得出自己的(de)理論結果。

Students should have the confidence to be able to engage in formal and informal discussions with peers from around the world on global events.
學(xue)生(sheng)應(ying)該(gai)有(you)信(xin)心能夠(gou)與來自世界各(ge)地的學(xue)員進(jin)行各(ge)種討論。

四、“中和西” - 出國留學需要期待什么？ “East” and “West” - Preparing to Go Overseas

講座介紹 Introduction

The single greatest decision that any parent will make in the life of their son or daughter will be on the arrangements for them to go overseas to study, even marriage will come second to this decision!
父母在子(zi)女(nv)的一(yi)(yi)生中會(hui)做出的各(ge)項(xiang)重大決定，但不可否認的是(shi),出國留學將會(hui)是(shi)孩(hai)子(zi)一(yi)(yi)生中一(yi)(yi)個很(hen)重大的決定，甚至(zhi)會(hui)影響到以后的一(yi)(yi)生！

Most students at K-12 International will go to top schools and universities in Western countries – USA, UK, Australia, and Canada, in particular.
國(guo)際學(xue)校的大多數學(xue)生將(jiang)去申請國(guo)外頂尖的學(xue)校和(he)大學(xue)，特(te)別是美國(guo)、英國(guo)、澳大利(li)亞和(he)加拿大等(deng)地(di)。

This course will provide students and parents an overview of some of the key differences, between “the East” and “the West”, and what students should expect based around cultural differences; different understandings on the individual and society, and on learning and study.
本講座將為學生(sheng)(sheng)和(he)(he)家長說(shuo)明(ming)“中方”與“西方”之間的(de)一些教育差(cha)異，學生(sheng)(sheng)應(ying)該如何看待(dai)這(zhe)種文化差(cha)異，以及從個(ge)人和(he)(he)社會的(de)角度去學習和(he)(he)理解。

適合人群 Prerequisites

students and parents who are planning to study abroad.有計劃(hua)出國(guo)留學的學生及家長

students who want to know the differences in education and culture between the two regions of China and the West希望了解中西兩(liang)地的教育文(wen)化差異(yi)的學生(sheng)

講座目標 Intended Learning Outcomes

Students and parents have an understanding of the broad cultural differences on life and study in the West and how it differs from China.
學生和(he)(he)家長能更全面(mian)的(de)理(li)解(jie)西(xi)方的(de)學習模式和(he)(he)生活文(wen)化差異以及(ji)它和(he)(he)中國之間不同的(de)地(di)方。

Students will have a better understanding on what to expect when they go to study overseas in a Western country and should be able to adapt more quickly to life there.
學(xue)生們將更好地了解在(zai)西方國(guo)家留學(xue)時目標是(shi)什么，并能更快地適(shi)應(ying)那(nei)里的生活。

K-12 International recognises that many of our 13-year-old and older children will have younger brothers and sisters, and parents will be keen to develop early habits around critical thinking and learning. We also aim to develop specific courses for younger children. Stay Tuned!
海拓教育K-12除了熱衷于(yu)引導學(xue)生的內動力及激發潛能外,還關(guan)注培養學(xue)生早期的學(xue)習習慣及批判(pan)性思維。同(tong)時,我們(men)還致力于(yu)為各年齡段的的學(xue)生規(gui)劃具體的學(xue)習課程。敬請關(guan)注！

五、私人定制導師Personal Development Mentoring

什么是“個人導師輔導項目”? What is Mentoring?

Mentoring is one person sharing their knowledge, skills and experience to assist others to progress in their life, study or career. Mentoring is more than just “giving advice’” or passing on one’s experience in a particular situation or over time. It's about motivating and empowering the other person to identify their own opportunities and goals and helping them to find ways to reach them.
“個人(ren)導(dao)(dao)師輔(fu)導(dao)(dao)項目”是(shi)(shi)導(dao)(dao)師通(tong)過溝通(tong)和(he)面談,分(fen)享(xiang)他的(de)(de)(de)知識(shi)，技能和(he)經驗，以幫助(zhu)學(xue)生(sheng)(sheng)在他們(men)(men)的(de)(de)(de)生(sheng)(sheng)活，學(xue)習或未來(lai)的(de)(de)(de)事業規劃上獲得進(jin)步。輔(fu)導(dao)(dao)項目不僅僅是(shi)(shi)給予學(xue)生(sheng)(sheng)“建議”，或是(shi)(shi)分(fen)享(xiang)生(sheng)(sheng)活經驗。它更(geng)多(duo)的(de)(de)(de)是(shi)(shi)激勵學(xue)生(sheng)(sheng)的(de)(de)(de)內(nei)動力和(he)認清自我,確定自己(ji)的(de)(de)(de)目標和(he)未來(lai)的(de)(de)(de)發展方(fang)(fang)向，同時幫助(zhu)他們(men)(men)找到方(fang)(fang)法來(lai)達到目標。

Intended Learning Outcomes from the Course預期目標

1、在參加項目(mu)后(hou)，學生和(he)家長(chang)能更好地(di)了解學生的(de)個人興(xing)趣(qu)和(he)喜好，以及這(zhe)些愛好與未來學習興(xing)趣(qu)和(he)目(mu)標之(zhi)間的(de)關系，同時讓(rang)他(ta)們了解他(ta)們所(suo)擁有的(de)選(xuan)擇(ze)。

2、討論(lun)學(xue)(xue)(xue)生(sheng)成長(chang)規劃A）學(xue)(xue)(xue)習/學(xue)(xue)(xue)科內容(rong)，B）在學(xue)(xue)(xue)校的(de)(de)情(qing)況，C）他們的(de)(de)日常生(sheng)活。整體上(shang),還會討論(lun)到孩(hai)子們認為他/她(ta)擅(shan)(shan)長(chang)什(shen)么，以及擅(shan)(shan)長(chang)的(de)(de)東西是否與他們所喜歡的(de)(de)不同(tong)。

3、“哲學(xue)(xue)(xue)與(yu)(yu)邏輯 – 社會(hui)(hui)科(ke)(ke)學(xue)(xue)(xue)思(si)維” 對于(yu)(yu)許多打算出國(guo)的(de)學(xue)(xue)(xue)生(sheng)來說也(ye)非常重要。本課(ke)程宗旨在于(yu)(yu)向(xiang)學(xue)(xue)(xue)生(sheng)介紹社會(hui)(hui)科(ke)(ke)學(xue)(xue)(xue)的(de)學(xue)(xue)(xue)術嚴謹(jin)性(xing)，并圍繞批判性(xing)思(si)維、研究、陳述和(he)支持論點與(yu)(yu)學(xue)(xue)(xue)生(sheng)討(tao)論。學(xue)(xue)(xue)生(sheng)還(huan)將學(xue)(xue)(xue)習從社會(hui)(hui)科(ke)(ke)學(xue)(xue)(xue)的(de)思(si)維角度去學(xue)(xue)(xue)習更高(gao)層次(ci)的(de)閱(yue)讀技(ji)巧，以便快(kuai)速理解課(ke)文并從冗長的(de)文本中(zhong)(zhong)獲得(de)當中(zhong)(zhong)的(de)核心思(si)維。這(zhe)些技(ji)巧對于(yu)(yu)未(wei)來申(shen)請(qing)國(guo)外高(gao)中(zhong)(zhong)以及(ji)大學(xue)(xue)(xue)本科(ke)(ke)有至關重要的(de)作用。

4、每節課將談到現時全球社(she)會上的一個(ge)重要事件/主題，學生將被教導使用社(she)會科學的思維方式,進行透(tou)徹和嚴(yan)謹(jin)的分析。

5、導師和孩子(zi)將進(jin)(jin)行一(yi)(yi)系列的個性(xing)和學習(xi)/職(zhi)業評估(gu)。這(zhe)些評估(gu)都是(shi)為(wei)了進(jin)(jin)一(yi)(yi)步了解孩子(zi)的個性(xing)和興趣

6、學(xue)(xue)生和導(dao)師對未來學(xue)(xue)習(xi)的(de)規劃，根據學(xue)(xue)生的(de)需要(yao)和情況,提供其他的(de)學(xue)(xue)習(xi)課程,支(zhi)持學(xue)(xue)生的(de)個性化發展

為什么要選擇“個人輔導及學習發展規劃”? Why Take the Personal Mentoring Programme?

Many parents talk about how they are unsure what their child is interested in, or how those interests change, or how to get interested in something. Of course, these are normal and healthy experiences for any adolescent.
許多父母談(tan)論到(dao)他們不(bu)確定(ding)他們的(de)孩(hai)子(zi)對什(shen)么(me)感(gan)興趣，或(huo)者(zhe)如何改變他們的(de)興趣，又(you)或(huo)者(zhe)如何讓孩(hai)子(zi)對某事感(gan)興趣。當(dang)然(ran)，對于任何家長(chang)和孩(hai)子(zi)來(lai)說(shuo)，這些都是正常和健(jian)康的(de)表現。

The Mentoring Programme helps students and their parents understand more about themselves and the global choices open to them. The sessions are individually tailored to suit the needs of each family.
輔導(dao)規劃有助(zhu)于學生(sheng)(sheng)和家長了解,在(zai)國際社會上,學生(sheng)(sheng)對未來學習及職業發(fa)展的(de)(de)(de)選擇。每次的(de)(de)(de)面(mian)談都(dou)是為了滿足每個學生(sheng)(sheng)的(de)(de)(de)需要而量身定做的(de)(de)(de)。

項目內容 The programme

階段一 - 準備階段 Session One - Pre-sessional

In this initial session it is important for the student and mentor to prepare for their future meetings and discussions. The first step required the student to by themselves prepare some simple materials.
在第一(yi)次面談前(qian)，學生需要準備(bei)一(yi)些簡單的(de)個人介紹(shao)提供給導(dao)師,讓導(dao)師根(gen)據學生的(de)愛好及(ji)背(bei)景,準備(bei)后續(xu)的(de)面談和討論內容(rong)

Approximately two weeks in advance the student will send through the following to the Mentor
面談前兩周(zhou)，學(xue)生應將(jiang)以(yi)下內容發送(song)給(gei)導師:

A short CV/Resumé簡(jian)單的個(ge)人簡(jian)歷

A short personal introduction (approximately up to 300 words). The student can focus on whatever he/she thinks is important for them to share and highlight with the mentor. If they wish to write more than 300 words that is also fine.
簡短的(de)(de)個(ge)人介紹（大約(yue)300字）。學生(sheng)寫下他/她認為重要,同(tong)時(shi)又愿意與導師分享的(de)(de)。

Copies of test scores from school and/or any other study, or any other achievements/awards the student would like to share with the mentor.
學校的考試成績單，或學生希望與導師(shi)分享的任(ren)何其(qi)他(ta)獎項。提前將這些(xie)材料發送給導師(shi)，讓導師(shi)能在(zai)第一次面談前復習和準備。

階段二 – 認識和了解（90/90分鐘以上） Session Two – Getting to Know and Understand

This session will last approximately up to 90 minutes in total. It involves the student and his/her parent(s) or other guardians that they would like to include in the initial meeting.
第一(yi)次(ci)面(mian)談(tan)約90分鐘。作為第一(yi)次(ci)面(mian)談(tan),在過程中希望學生(sheng)和他/她的(de)父母一(yi)同出席。

面談內容 What happens?:

Parents and child meet with the Mentor and discuss their ambitions for their future study and development. Discussion should be around what a) what the child would “dream” of doing, no boundaries and no judgement, what they like most, b) the parent discusses what they want for their child, again no thinking of boundaries or constraints.
父母和學生會見(jian)導師，討(tao)論(lun)(lun)他們(men)未來學習和發展的想(xiang)(xiang)法(fa)。討(tao)論(lun)(lun)將圍繞著“孩(hai)子會做什(shen)么(me)”，“沒有界限，沒有限制，隨(sui)孩(hai)子喜歡(huan)什(shen)么(me)”，B）家長討(tao)論(lun)(lun)孩(hai)子想(xiang)(xiang)要(yao)什(shen)么(me)，不再考慮或(huo)約束孩(hai)子的想(xiang)(xiang)法(fa)。

Child discusses what they like most about a) their current study, b) their current school, and c) about their life, in general. The child discusses with the mentor on what the child believes he/she is good at, and if/how that differs from what they like.
討論(lun)(lun)學(xue)(xue)生最喜歡的A）學(xue)(xue)習/學(xue)(xue)科內容，B）在(zai)學(xue)(xue)校的情況，和C）他們(men)(men)的日常生活(huo)。整體(ti)上(shang),還會討論(lun)(lun)到孩子們(men)(men)認為他/她擅長什么，以及擅長的東西是否與他們(men)(men)所喜歡的不同。

The Mentor and the child engage in a series of personality and study/career assessments. These are fun tools to have further insight to your child’s personality and interests.
導(dao)師和(he)孩子(zi)將(jiang)進(jin)行一系列的(de)個(ge)性(xing)和(he)學習/職業評估(gu)。這(zhe)些(xie)評估(gu)都是為了(le)進(jin)一步了(le)解孩子(zi)的(de)個(ge)性(xing)和(he)興趣(qu)。

Final Questions and Discussions on Next Steps
最(zui)后的(de)提問及為下(xia)一次面(mian)談(tan)作(zuo)簡單討論

階段三 – 反饋和初步規劃 (約60-90分鐘) Session Three – Feedback and Initial Planning

面談內容 What happens?:

Feedback from session two, including on the personality and study/career assessments, and the discussions during that session. The Mentor will discuss with the parents and child about how they feel about the feedback.
上一次(ci)面(mian)談的(de)意見反(fan)饋(kui)，包括關于個性和學習/職業評估的(de)反(fan)饋(kui)以及(ji)面(mian)談期(qi)間的(de)討論(lun)情況。導師會(hui)和家長(chang)及(ji)孩子討論(lun)他們對反(fan)饋(kui)的(de)想法(fa)。

Present to the parents and child a number of possible future study options and/or career related possibilities for their child in various countries. Discuss with them on these options and possibilities and make a decision on what possibilities to explore further.
向父(fu)母(mu)和(he)孩(hai)子提供一些可(ke)能(neng)的(de)(de)未來學習選(xuan)擇和(he)孩(hai)子在不同國家的(de)(de)職業相(xiang)關的(de)(de)可(ke)能(neng)性(xing)(xing)。與(yu)父(fu)母(mu)和(he)孩(hai)子討(tao)論這(zhe)些選(xuan)擇和(he)可(ke)能(neng)性(xing)(xing)，并決定(ding)進一步發展(zhan)的(de)(de)可(ke)能(neng)性(xing)(xing)。

Discussion between the child and Mentor (one-to-one) on their thinking on future study, and progress to date on study and mentoring.
討論(lun)孩(hai)子(zi)和(he)導師（一對一）對未(wei)來(lai)學習(xi)的(de)考慮，以及(ji)迄今(jin)為止在學習(xi)和(he)指(zhi)導方面獲得(de)的(de)進展。

階段四 – 選擇和計劃（約60-90分鐘） Session Four – Options and Plans

面(mian)談內容(rong)What Happens? :

Outline of study options across a range of disciplines, high school, colleges and/or universities in key countries e.g. US, UK, Australia, Canada, which should be of interest/suitable to your child.
在世界(jie)各地(di)（如美(mei)國(guo)、英國(guo)、澳大(da)利亞、加拿大(da)）的名校中,根據(ju)不同學(xue)科的學(xue)習(xi)內容及課程(cheng)大(da)綱中,挑選(xuan)出最(zui)適合孩子的學(xue)校。

Open discussion with parents and child, Mentor and other relevant support staff on these options and what the family would like to explore further.
與家(jia)長(chang)、孩子、及(ji)戰(zhan)略(lve)顧問,根據這些選擇進(jin)(jin)行討論(lun)，進(jin)(jin)一(yi)步了解家(jia)長(chang)和孩子想(xiang)要的內容。

Discussion between child/student and Mentor on any other specific queries or suggestions.
導師將與孩子討論任(ren)何其(qi)他具體的問題(ti)或建議。

階段五– 實現目標 (約60 分鐘) Session Five – Achieving Your Goals

面(mian)談內容 What Happens?:

Based on the feedback and discussion from session four further detailed information is provided around specific study choices and options, including on the chances for entry; grades required; other options for entry; useful contacts etc.
根據上一次的(de)面談進行(xing)反饋(kui)和討(tao)論(lun)，提(ti)供更詳細的(de)名(ming)(ming)校選擇和相關的(de)詳細信息，包括入學條件；所需成(cheng)績；其(qi)他要(yao)求；報名(ming)(ming)流程等。

Parents, student and mentor will have an open discussion on what the student will need to do to achieve their future study goals i.e. around specific grades; extra-curricular classes; further studies to increase GPA or prepare for any necessary entry tests.
家長(chang)、孩(hai)子和導(dao)師(shi)將討論學生需(xu)要(yao)做什么來(lai)實(shi)現他們未來(lai)的(de)學習目(mu)標(biao)，即針對特定的(de)年級；課外課程(cheng)；進(jin)一步的(de)規劃，以提高(gao)GPA或(huo)準備任何必要(yao)的(de)入學條件。

Final Mentor and student discussion on the future study plan, both at the student’s main school and any extra study, and what is required from the student to achieve his/her goals.
最后導師和學(xue)生將討論未來具體(ti)的(de)學(xue)習(xi)計劃，無論是學(xue)生在校(xiao)內(nei)或校(xiao)外的(de)學(xue)習(xi)，以及學(xue)生想要實(shi)現的(de)目標(biao)。

后續支持 – 額外輔導+ Continued Support – The Mentoring Plus+

The support and mentoring does not have to stop after the initial 5 sessions. If the student/child and the parents are interested in continued mentoring support, they can discuss with the Mentor. Options include:
在(zai)所(suo)有(you)(you)面談結束后(hou)，后(hou)續的(de)輔(fu)導(dao)(dao)(dao)工作(zuo)將繼續進行(xing)。如果學生和家(jia)長有(you)(you)興趣/有(you)(you)需要繼續進行(xing)輔(fu)導(dao)(dao)(dao)項目(mu)，他們(men)可以與導(dao)(dao)(dao)師進行(xing)溝通。后(hou)續輔(fu)導(dao)(dao)(dao)方(fang)式包括：

Every 2 months Mentor, student, and parents meet for 90 minutes to discuss study progress and any developments, concerns or issues, which need addressing.
每2個(ge)月，導(dao)師、學生和(he)家長進行約(yue)90分鐘的面談,討論(lun)學習進展和(he)任何需要解決(jue)的問題(ti)。

More regular online Support through SKYPE/WeChat.定(ding)期在Skype /微信進行溝通(tong)。

Other Personalized support for the child and parents. To be discussed and decided by Mentor, student and parents.
根據學(xue)生的(de)需要(yao)和情況,提供其他的(de)學(xue)習課程(cheng),支持(chi)學(xue)生的(de)個性化發(fa)展。