Instructions for sending children to Canada for high school:
1. Canadian examination system
Canada's high school final exam only accounts for 30-50% of the total score, and the remaining 50-70% is determined by the usual grades. Take the senior high school in Nova Scotia as an example, the final or provincial exam scores account for 30% of the total scores, while 70% of the usual scores are composed of every assignment, every quiz, every project and presentation, and the sense of participation and attendance in the classroom. In a word, if you want to get good grades in a course, you must make persistent efforts and take an active part. There is no similar "college entrance examination" in China. For example, in Nova Scotia, students apply with an average score of five out of eight courses in the last year of high school. However, if a student often participates in school and club activities, or volunteers, or has some work experience in these years, even if the average score is lower, universities are willing to give priority to such students, because Canadian universities are unwilling to train nerds who can only read, but have high scores and low ability. People here believe that people's ability can be shown in all aspects, while people who can only read books may not be able to adapt to the needs of society.
2. Pay attention to the cultivation of students' practical ability, starting from their daily life ability and teaching with practice.
For example, home economics teaches students how to cook, sew, use and maintain household appliances, repair houses, be parents and feed children, and manage canteens. This school has special facilities for students to practice.
3. Pay attention to students' creativity and sense of participation.
Teachers advocate students' self-study and thinking, and assign self-study topics. Students must go online or go to the library to consult a large number of materials and submit illustrated reports. The exam not only requires rote memorization, but also requires students to think independently for most of the content. Teachers will also encourage students to do things they are interested in, such as designing stamps, writing game programs, and urban planning.
4. Pay attention to cultivate students' ability to cooperate and coordinate with others, and encourage students to express themselves in public.
For the topic assigned by the teacher, the students discuss the countermeasures, prepare separately, then complete together, and finally preach or perform in class. In this process, in order to achieve better results and compete with other groups, everyone works hard and actively makes suggestions, which invisibly cultivates students' sense of team and collective honor.
The school provides conditions for students to adapt to society and improve their ability as soon as possible.
In Canada, if children are interested, they can participate in various community organizations and activities at school, or volunteer in the community to exercise their various abilities. For China students, by participating in social activities, they can not only improve their English level quickly, make up for the congenital deficiency of English, enhance their self-confidence, exercise their organizational skills and coordinate with others, but also learn more about social customs and culture through field contact, so as to prepare for entering the society in the future.