FAQ

Generally speaking, non-English speaking students need to complete at least 3-4 years of full-time courses in English-speaking countries (excluding ESL courses) before they are exempt from submitting English language examination results when applying for universities. However, it will be different according to the academic situation of the students and the requirements of the university they apply for, and the specific requirements need to be determined according to the individual situation.

No, or not anymore.

First of all, due to the surge in the number of students studying abroad in various countries in recent years, the intensification of competitiveness has led to the fact that grades are no longer the only criterion for the assessment of admissions officers.

Secondly, the admission requirements of universities such as Canada and the United States are very different from those in China. They not only require students to have excellent grades, but also need a variety of activities to prove their abilities. For example, participating in academic competitions and winning prizes, or participating in activities related to the major the students are applying for are proving to the admissions officer that you are competent enough.

This is why admissions officers will give priority to students with rich experience in activities when their grades are all the same. In other words, the selection of extracurricular activities and competitions with great content has become another key indicator for admission to prestigious universities.

Bill Fitzsimmons, director of admissions at Harvard University, once said, “the best predictor of a student’s success at Harvard is the student’s AP/IB course and AP/IB test scores.”

First of all, students should know that IB and AP are courses that learn university content in advance, which are more difficult than regular courses and have more complex knowledge points. Successful completion of the IB course and high marks on the AP exam mean that students have more knowledge reserves to help them complete their college studies.

Secondly, IB pays more attention to the cultivation of comprehensive quality, and has higher requirements for students. It not only requires students to cope with the difficult curriculum system, but also requires students to think about their own world outlook, exercise their ability of speculative and critical thinking, and achieve personal value or personal breakthroughs.

This is why admissions officers will give priority to students with rich experience in activities when their grades are all the same. In other words, the selection of extracurricular activities and competitions with great content has become another key indicator for admission to prestigious universities.

On the other hand, the AP curriculum pays more attention to the intensive learning of a single course and the imparting of knowledge, which allows students to have a certain degree of bias. So compared with the standard high school curriculum, IB and AP will be more challenging and authoritative.

Talent Town Consulting, which was founded in Canada, has the experience of applying to prestigious schools for nearly 300 students, and former students have been admitted to schools such as UBC, Maima, Waterloo, UCLA and so on. In this process, we also continue to expand overseas cooperative colleges and universities, and now there are more than 30 cooperative high schools in Canada.

The continuous expansion of Canadian educational resources and the growing number of students are the embodiment of our strength.

In all the service processes, we adhere to the student-centered concept, not only to ensure the admission results of students, but also to make the application process more detailed, transparent, and give timely and efficient feedback. Choosing Talent Town will not be the easiest service, but it will be the most trustworthy service.

Many parents are very anxious to focus on cultivating their children’s specialties in some aspects. When their children are very young, the parents want to prepare for further studies for them. There are also many parents who do not find that their children have any definite personal specialty until the fourth or fifth grade, which is very unfavorable when applying for university.

Talent Town has a professional CDM (career choice) test, through a series of simple questions to determine their own strengths and career direction.

The CMD Test Has a Total of Six Directions:

– Crafts

– Scientific

– Arts

– Social

– Business

– Office Operations

Through these major directions, we can help parents have a preliminary understanding of the child’s expertise and professional direction.

The sooner, the better.

Planning service is a long-term, continuous service that needs to be constantly revised and adjusted according to the situation of students. In this way, it must be better to start as soon as possible.

Understand your child’s character, learning methods, personal goals, and make the most suitable plan according to his or her situation earlier, so as to achieve the goal of applying to a famous university.

In the past, some parents only came to us in the 12th grade, in that case, their children needed to have a certain understanding of themselves in order to better go to their target school through planning. On the other hand, 12th grade has a tight planning schedule and heavy tasks, and the children are also under some pressure when planning.

Don’t worry about it.

In more than 10 years of Talent Town application experience, all services have been streamlined.
By letting our students complete our internal CDM (career Choice) test, we can give them a preliminary understanding of their own strengths and future direction, and then guide them smoothly through each stage of learning.

How to balance children’s in-school study and extracurricular tutoring; how to arrange extracurricular activities; how to give children sufficient personal and rest time; how to build trust between teachers and classmates, and so on. These are the things what we have been doing for a long time.

After all, most children are in adolescence, and we need certain ways to communicate with them. Our role is to build a bridge between children and our services, to make children aware of the importance of planning services and the importance of their own future.

A large number of successful cases also give us more confidence when helping students.