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SACE/IB加速课程

（‘金牌课程’）

- 中学组周末(部分)课程表
- 2021假期课程
- 化学加速课程
- 生物加速课程
- 中数加速课程
- 高数加速课程
- 物理加速课程
- English / English Literary Studies
- Research Project

金钥匙9-11年级化学加速课程简介 适合的学生群体：

（1）9-11年级学生；且

（2）计划加速完成12年级SACE化学 或 12年级IB化学HL；且

（3）目标ATAR在 98以上，或计划读生化科学；医学；生物科技等相关专业领域的学生。

化学加速课程旨在最大程度地激发学生在化学方面的潜力，帮助他们在SACE或IB的考试中获得最理想的成绩。课程学制为两年，每周一次精讲。课程内容涵盖一系列12年级化学的关键章节。课程详实紧凑，将为计划选修化学的学生夯实基础，也是系统深度学习化学的理想选择。

课程第一学年结束后，学生将完成下列学习目标：

（1）正确地理解常见物质的理化性质，并能联系其微观结构；

（2）正确地理解常见化学反应，以及它们在生活中的作用；

（3）正确地书写化学符号及其他表达形式；

（4）准确地使用专业术语描述理化变化并规范地完成实验报告。

第二学年结束后，学生将在 Elemental Chemistry, Stoichiometry和 Organic Chemistry等章节的掌握上达到12年级的标准；并具备充足的课内外知识储备，能够游刃有余地应对12年级的单元测验、实验报告和研究论文。

通过动手实验，头脑风暴，课堂讨论等学习方式，化学加速课程致力将学生培养成为出色的科学探索者，充满自信的问题解决者，以及ATAR高分赢家。

适合的学生群体：

（1）9-11年级学生；且

（2）计划加速完成12年级SACE生物 或 12年级IB生物HL；且

（3）目标ATAR在 98以上，或计划读生化科学；医学；生物科技等专业领域的学生。

生物学作为一门自然科学，旨在从多方面诠释生命形态：从小到分子、基因和细胞，有机体间和物种间的作用，大到探索人类与地球间的关系。金钥匙生物加速课程是一门学制为一年半的课程，通过学习生物作为载体，让学生可以清楚地意识到自己的常识的重要性，并可以从容地使用逻辑推理以达到理性思维。通过训练思维能力，最终争取优异的成绩。

课程将会引入有关于科学的哲学观点和概念，并深入了解到可证伪性是理论发展的核心原则。学生将通过学习经典和现代理论发展的范例，锻炼批判性思维并理解基础的科学方法论。课程中‘文献俱乐部’环节将带领学生深度探究现代生物学研究前沿，涵盖农业、医药和生态等方面。课程编排遵循理论发展的逻辑顺序，内容涵盖11年级和12年级生物学的六大主题 （分子生物学，细胞生物学，生理学，微生物免疫学，生命的起源，生态学与进化）。其中包括对重点11和12年级生物实验报告 ( Practical Reports)和研究性论文（SHE Tasks）的专业指导，以确保学生争取单科的A+Merits。

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The Accelerated Program for Mathematical Methods aims to assist high achiever students’ knowledge in Mathematics and ensure their grades in SACE Stage 1 & Stage 2 Mathematical Methods to an excellent level. The course is designed to be a two-year program offered on a weekly basis, that covers a wide range of topics offered by the SACE Mathematical Methods Studies. The Program features an intensive syllabus, which offers an opportunity for Middle School students to start Stage 1 and 2 Mathematical Methods as an individual subject to learn in-depth in a comprehensive and systematic manner.

The Accelerated Program for Specialist Mathematics aims to assist high achiever students’ knowledge in Mathematics and ensure their grades in SACE Stage 2 Specialist Mathematics to an excellent level. The course is designed to be a two-year program offered on a weekly basis, that covers a wide range of topics offered by the SACE Specialist Mathematics. The program features an intensive syllabus, which offers an opportunity for Middle School students to start Stage 1 and 2 Specialist Mathematics as an individual subject to learn in-depth in a comprehensive and systematic manner. SACE stage 1 and 2 Mathematical Methods subjects are the pre-requisite subjects.

English Standard Accelerator is a 21-week subject designed specifically to help Year 11 and 12 students excel in their grades for English Standard. English Standard Accelerator consists of multiple assessment tasks covering all three key topics taught in the official SACE subjects: Responding to Texts, Creating Texts, and the Intertextual Study / Comparative Analysis tasks. English Standard Accelerator contains a full year’s worth of content within only one semester. This helps students stay consistently ahead by practicing English assessment types long before they are due in school.

Research Project （RP），作为SACE的必修课之一，是大部分11或12年级学生所需完成的第一门12年级学科, 因此它的成绩会直接影响到你12年级选课的主动权。RP不仅在ATAR成绩中占有重要一席，学好RP知识和技能还会让你的其它学科、未来的大学学习和职业生涯受益。很多同学认为RP很难写得精彩而且令人困惑。其实，恰当的指导和帮助会让RP变得容易并且轻松得多。

金钥匙教育提供全方位RP高分指导。我们首先会协助你选定最适合你的研究问题, 并对RP的三个阶段--- Folio, Outcome, 和 Evaluation---进行内部解密和全技能高分指导。

Folio主要介绍 ‘研究’是如何完成的，包括RP每个阶段的思考、想法、分析和调整。此阶段的重点是介绍研究对象，选择研究对象的原因，以及如何搭建作品的逻辑连接。

Outcome是所有Folio阶段成果的展现，通常需要2000字左右解释和回答选定的研究问题。

Evaluation阶段重点讨论RP成果，研究过程中的重要决定，面临的挑战，以及研究问题是否得到了很好的回答。每个阶段的成绩共同决定最终的RP分数。大量的研究，阅读，写作和分析是取得高分必不可少的条件。

斩获RP高分，一系列技能至关重要。金钥匙教育将指导你全面精进这些技能并且提供相应的资料和帮助。

• 批判性和学术性英语写作

• 掌握关键的研究性词汇

• 评估和选定研究主题和研究问题

• 规划和研究架构搭建

• 和专业人士良好沟通，如完成问卷调查和做采访

• 筛选最恰当的资料

• 批判性地评估资料的有效性，可靠性，可信性，偏见等

• 整理和归类信息和资料

• 准确地标注资料出处

• 吸引人且容易理解的文本写作

金钥匙提供选题、规划和框架搭建技能，并提高你对研究性语言和词汇等的掌握。让Golden Key Education带你斩获RP高分！

RP学科负责人：

Zoe Gomez是SACE Board开放日常年特邀RP演讲者。曾获Research Project A+ Merit的成绩。且成功辅导多名同学获得RP满分。Lauren Owen 现任一公校RP Coordinator, 且多年执教11/12年级RP学科。且 SACE Board Professional Learning Centre 与金钥匙教育签署长期合作并给予我校RP老师们长期教学支持。

- English/EAL
- Mathematics/Maths Methods/Specialist Maths/General Maths
- General Science/Physics/Chemistry/Biology
- Other SACE Subjects

Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate on discussions.

Productive modes (speaking, writing and creating) Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Productive modes (speaking, writing and creating) Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects. Productive modes (speaking, writing and creating) Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images.

Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Learning Outcomes

By the end of this unit, students:

• communicate ideas and opinions in a range of contexts

• demonstrate literal and inferential comprehension of information, ideas and language used in texts

• understand and apply social and cultural references from different contexts

• plan and create oral, written and multimodal texts appropriate to purpose and audience.

Learning Outcomes

By the end of this unit, students:

• use communication skills to analyse and compare attitudes and values in texts

• demonstrate literal and inferential comprehension of information, ideas and language used in texts

• understand personal, social and cultural attitudes and perspectives in a range of texts from different contexts

• plan, create and refine oral, written and multimodal texts appropriate to context, purposes and audiences.

Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of complementary events and calculate the sum of probabilities.

Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots.

Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.

Description

‘Consumer arithmetic’ reviews the concepts of rate and percentage change in the context of earning and managing money, and provides a fertile ground for the use of spreadsheets.

‘Algebra and matrices’ continues the F-10 study of algebra and introduces the new topic of matrices.

‘Shape and measurement’ builds on and extends the knowledge and skills students developed in the F-10 curriculum with the concept of similarity and associated calculations involving simple and compound geometric shapes. The emphasis in this topic is on applying these skills in a range of practical contexts, including those involving three-dimensional shapes.

Classroom access to the technology necessary to support the computational aspects of the topics in this unit is assumed.

By the end of this semester, students:

• understand the concepts and techniques introduced in consumer arithmetic, algebra and matrices, and shape and measurement

• apply reasoning skills and solve practical problems arising in consumer arithmetic, algebra and matrices, and shape and measurement

• communicate their arguments and strategies, when solving problems, using appropriate mathematical language

• interpret mathematical information, and ascertain the reasonableness of their solutions to problems

• choose and use technology appropriately and efficiently.

Description

This unit has three topics: ‘Univariate data analysis and the statistical investigation process’, ‘Linear equations and their graphs’; and ‘Applications of trigonometry’.

‘ Univariate data analysis and the statistical investigation process’ develops students’ ability to organise and summarise univariate data in the context of conducting a statistical investigation.

‘Linear equations and their graphs’ uses linear equations and straight-line graphs, as well as linear-piecewise and step graphs, to model and analyse practical situations.

‘Applications of trigonometry’ extends students’ knowledge of trigonometry to solve practical problems involving non-right-angled triangles in both two and three dimensions, including problems involving the use of angles of elevation and depression and bearings in navigation.

Classroom access to the technology necessary to support the graphical, computational and statistical aspects of this unit is assumed.

By the end of this semester, students:

• understand the concepts and techniques in univariate data analysis and the statistical investigation process, linear equations and their graphs, and applications of trigonometry

• apply reasoning skills and solve practical problems in univariate data analysis and the statistical investigation process, linear equations and their graphs, and the applications of trigonometry

• implement the statistical investigation process in contexts requiring the analysis of univariate data

• communicate their arguments and strategies, when solving mathematical and statistical problems, using appropriate mathematical or statistical language

• interpret mathematical and statistical information, and ascertain the reasonableness of their solutions to problems and their answers to statistical questions

• choose and use technology appropriately and efficiently.

This unit begins with a review of the basic algebraic concepts and techniques required for a successful introduction to the study of calculus. The basic trigonometric functions are then introduced. Simple relationships between variable quantities are reviewed, and these are used to introduce the key concepts of a function and its graph. The study of inferential statistics begins in this unit with a review of the fundamentals of probability and the introduction of the concepts of conditional probability and independence. Access to technology to support the computational aspects of these topics is assumed.

• understand the concepts and techniques in algebra, functions, graphs, trigonometric functions and probability

• solve problems using algebra, functions, graphs, trigonometric functions and probability

• apply reasoning skills in the context of algebra, functions, graphs, trigonometric functions and probability

• interpret and evaluate mathematical information and ascertain the reasonableness of solutions to problems

• communicate their arguments and strategies when solving problems.

The algebra section of this unit focuses on exponentials and logarithms. Their graphs are examined and their applications in a wide range of settings are explored. Arithmetic and geometric sequences are introduced and their applications are studied. Rates and average rates of change are introduced, and this is followed by the key concept of the derivative as an ‘instantaneous rate of change’. These concepts are reinforced numerically, by calculating difference quotients both geometrically, as slopes of chords and tangents, and algebraically. Calculus is developed to study the derivatives of polynomial functions, with simple applications of the derivative to curve sketching, calculating slopes and equations of tangents, determining instantaneous velocities and solving optimisation problems. Access to technology to support the computational aspects of these topics is assumed.

By the end of this unit, students:

• understand the concepts and techniques used in algebra, sequences and series, functions, graphs and calculus

• solve problems in algebra, sequences and series, functions, graphs and calculus

• apply reasoning skills in algebra, sequences and series, functions, graphs and calculus

• interpret and evaluate mathematical and statistical information and ascertain the reasonableness of solutions to problems

• communicate arguments and strategies when solving problems.

Unit 1 of Specialist Mathematics contains three topics – ‘Combinatorics’, ‘Vectors in the plane’ and ‘Geometry’ – that complement the content of Mathematical Methods. The proficiency strand, Reasoning, of the F–10 curriculum is continued explicitly in ‘Geometry’ through a discussion of developing mathematical arguments. While these ideas are illustrated through deductive Euclidean geometry in this topic, they recur throughout all of the topics in Specialist Mathematics. ‘Geometry’ also provides the opportunity to summarise and extend students’ studies in Euclidean Geometry. An understanding of this topic is of great benefit in the study of later topics in the course, including vectors and complex numbers.

‘Vectors in the plane’ provides new perspectives for working with two-dimensional space, and serves as an introduction to techniques that will be extended to three-dimensional space in Unit 3.

‘Combinatorics’ provides techniques that are useful in many areas of mathematics including probability and algebra. All these topics develop students’ ability to construct mathematical arguments.

These three topics considerably broaden students’ mathematical experience and therefore begin an awakening to the breadth and utility of the subject. They also enable students to increase their mathematical flexibility and versatility.

Access to technology to support the computational aspects of these topics is assumed.

By the end of this unit, students:

• understand the concepts and techniques in combinatorics, geometry and vectors

• apply reasoning skills and solve problems in combinatorics, geometry and vectors

• communicate their arguments and strategies when solving problems

• construct proofs in a variety of contexts including algebraic and geometric

• interpret mathematical information and ascertain the reasonableness of their solutions to problems.

Unit 2 of Specialist Mathematics contains three topics – ‘Trigonometry’, ‘Real and complex numbers’ and ‘Matrices’… ‘Trigonometry’ contains techniques that are used in other topics in both this unit and Unit 3. ‘Real and complex numbers’ provides a continuation of students’ study of numbers, and the study of complex numbers is continued in Unit 3. This topic also contains a section on proof by mathematical induction. The study of matrices is undertaken, including applications to linear transformations of the plane.

Access to technology to support the computational aspects of these topics is assumed.

By the end of this unit, students:

• understand the concepts and techniques in trigonometry, real and complex numbers, and matrices

• apply reasoning skills and solve problems in trigonometry, real and complex numbers, and matrices

• communicate their arguments and strategies when solving problems • construct proofs of results

• interpret mathematical information and ascertain the reasonableness of their solutions to problems.

By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of these solutions for different groups in society.

Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.

Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Semester 1

By the end of this unit, students:

• understand how the kinetic particle model and thermodynamics concepts describe and explain heating processes

• understand how the nuclear model of the atom explains radioactivity, fission, fusion and the properties of radioactive nuclides

• understand how charge is involved in the transfer and transformation of energy in electrical circuits

• understand how scientific models and theories have developed and are applied to improve existing, and develop new, technologies

• use science inquiry skills to design, conduct and analyse safe and effective investigations into heating processes, nuclear physics and electrical circuits, and to communicate methods and findings

• use algebraic and graphical representations to calculate, analyse and predict measurable quantities associated with heating processes, nuclear reactions and electrical circuits

• evaluate, with reference to empirical evidence, claims about heating processes, nuclear reactions and electrical technologies

• communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

By the end of this unit, students:

• understand how the kinetic particle model and thermodynamics concepts describe and explain heating processes

• understand how the nuclear model of the atom explains radioactivity, fission, fusion and the properties of radioactive nuclides

• understand how charge is involved in the transfer and transformation of energy in electrical circuits

• understand how scientific models and theories have developed and are applied to improve existing, and develop new, technologies

• use science inquiry skills to design, conduct and analyse safe and effective investigations into heating processes, nuclear physics and electrical circuits, and to communicate methods and findings

• use algebraic and graphical representations to calculate, analyse and predict measurable quantities associated with heating processes, nuclear reactions and electrical circuits

• evaluate, with reference to empirical evidence, claims about heating processes, nuclear reactions and electrical technologies

• communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

Learning Outcomes

By the end of this unit, students:

• understand how the atomic model and models of bonding explain the structure and properties of elements and compounds

• understand the concept of enthalpy, and apply this to qualitatively and quantitatively describe and explain energy changes in chemical reactions

• understand how models and theories have developed based on evidence from a range of sources, and the uses and limitations of chemical knowledge in a range of contexts

• use science inquiry skills to design, conduct, evaluate and communicate investigations into the properties of elements, compounds and mixtures and the energy changes involved in chemical reactions

• evaluate, with reference to empirical evidence, claims about chemical properties, structures and reactions

• communicate, predict and explain chemical phenomena using qualitative and quantitative representations in appropriate modes and genres.

Learning Outcomes

By the end of this unit, students:

• understand how models of the shape and structure of molecules and intermolecular forces can be used to explain the properties of substances, including the solubility of substances in water

• understand how kinetic theory can be used to explain the behaviour of gaseous systems, and how collision theory can be used to explain and predict the effect of varying conditions on the rate of reaction

• understand how models and theories have developed based on evidence from multiple disciplines, and the uses and limitations of chemical knowledge in a range of contexts

• use science inquiry skills to design, conduct, evaluate and communicate investigations into the properties and behaviour of gases, water, aqueous solutions and acids and the factors that affect the rate of chemical reactions

• evaluate, with reference to empirical evidence, claims about chemical properties, structures and reactions

• communicate, predict and explain chemical phenomena using qualitative and quantitative representations in appropriate modes and genres.

Learning Outcomes

By the end of this unit, students:

• understand how classification helps to organise, analyse and communicate data about biodiversity

• understand that ecosystem diversity and dynamics can be described and compared with reference to biotic and abiotic components and their interactions

• understand how theories and models have developed based on evidence from multiple disciplines; and the uses and limitations of biological knowledge in a range of contexts

• use science inquiry skills to design, conduct, evaluate and communicate investigations into biodiversity and flows of matter and energy in a range of ecosystems

• evaluate, with reference to empirical evidence, claims about relationships between and within species, diversity of and within ecosystems, and energy and matter flows

• communicate biological understanding using qualitative and quantitative representations in appropriate modes and genres.

Learning Outcomes

By the end of this unit, students:

• understand that the structure and function of cells and their components are related to the need to exchange matter and energy with their immediate environment

• understand that multicellular organisms consist of multiple interdependent and hierarchically-organised systems that enable exchange of matter and energy with their immediate environment

• understand how theories and models have developed based on evidence from multiple disciplines; and the uses and limitations of biological knowledge in a range of contexts

• use science inquiry skills to design, conduct, evaluate and communicate investigations into the structure and function of cells and multicellular organisms

• evaluate, with reference to empirical evidence, claims about cellular processes and the structure and function of multicellular organisms

• communicate biological understanding using qualitative and quantitative representations in appropriate modes and genres.

coming soon

Golden Key Education (金钥匙教育)是阿德莱德和墨尔本一所专业的SACE, VCE, IB, UCAT及各类中小学课程及奖学金为一体的专业培训机构。 我们的团队有资深澳洲注册教师，曾经SACE及VCE 考官以及ATAR高分学霸。他们都熟知澳洲的教育系统，重点考点以及评分标准，且每节课都有严格制定的课程安排，为学生考上理想的专业和院校打下坚实的基础。 此外金钥匙教育专注于在提升学生成绩的同时培养学生的自主学习意识、树立并实现学生的学业目标。为贯彻这一理念，我们经验丰富的教师团队会协助学生发掘他们的长处与不足，从而取长补短地为其量身定制符合他们特定要求的教学计划和课程。