#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
1096 Dublin Street, Sudbury, Ontario, P3A1R6, Canada
2022
1982
40
150
8 to 12
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English, French
Science and technology
Academic
Progressive
Traditional
15 to 20
12 to 18
In-class adaptations
In-class adaptations
$1 to $23,400
$55 to $7,950
Yes
Yes
70%
10%
8 to 12
JK to 8
$8,000
$2,000
8
12
0%
0%
0%
75%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 8
No
No
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Vancouver Independent School for Science and Technology (VISST) is a tech-heavy high school where all teachers are PhDs and UBC professors. Learning is project-based and follows the B.C. curriculum at an accelerated rate in which both the sciences and humanities are taught at a challenging pace. Currently, the school is admitting Grade 8 and 9 students, with more grades, and computer science is taught from Grade 8. Fun is deeply woven into the programming, creating an environment where students are excited to learn. and learning new things is not the only metric for success—creating a learning environment where students are excited to learn is key. The school respects students’ capabilities and time, and it clearly communicates goals to each student and for each project. VISST has a flexible tuition model that accounts for each family’s financial situation and resources.
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Sudbury Christian Academy (SCA) provides a safe, healthy, and dynamic learning environment. The school takes kids from Nursery through to Grade 8. With small class sizes and highly dedicated and committed teachers, the academic standards at SCA are exceptional. Along with academics, athletic pursuits, spiritual growth, social development, and community service are seen as the pillars of a complete and fulfilling school experience. A Christian worldview provides the basis of the well-rounded student experience that SCA provides.
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"Vancouver Independent School for Science and Technology (VISST) is Vancouver's first & only dedicated STEM high school, offering the full BC curriculum with accelerated/enriched STEM taught via a mix of traditional methods and project based learning. VISST isn't just for the "math whiz" type -- you will find all sorts of students at our school, united by a shared curiosity and passion for learning. We believe science and technology fundamentals are important for any path our students might take after high school."
"Founded in 1982, Sudbury Christian Academy (SCA) remains committed to the principle that gifted teachers, small classes, and a structured environment are the greatest factors in student success. Historically recognized as a high achieving academic school, the total SCA student experience is upheld by four pillars -- academic development, athletic development, spiritual development, and community development -- all supported by the solid foundation of a Christian worldview."
"VISST is a reimagining of high school and differs from other schools in several ways. We ar a STEM school with enriched and accelerated STEM offerings, delivered by experts in our respective fields. VISST deeply values student buy-in and ownership. We include students in important decisions such as which teachers to hire. VISST staff are open and transparent with students, and avoid reinforcing power dynamics. Teachers and students are all just people, on a journey of self-improvement together."
"Unparalleled class sizes of no more than 18 students per teacher, which is optimal for individualized attention and differentiation."
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"Families are drawn to VISST for different reasons: the STEM curriculum, the way students are treated and respected, the project-based learning, the like-minded peers. One of VISST's key competitive advantages is our teachers. In BC, it is not required that a teacher have a degree in a subject in order to teach it. In contrast, VISST teachers are highly trained experts who buy into VISST's philosophy and values. We give our teachers the time and resources to shine and do their life's best work."
"The top reasons cited by families for choosing SCA (in order of frequency) are: 1) small class sizes; 2) safe and healthy learning environment; 3) academic excellence; and 4) Christian education."
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"VISST's culture is sometimes underrated. In a word, we are a STEM school -- this features in our school's name, even. But in sentence, we are a STEM school with an utterly different school culture. At VISST students are first class citizens. Students call teachers by their first names, share social spaces with teachers, interview teacher candidates during hiring, and participate in school governance. Students truly feel a part of VISST, and in doing so they build justified self-confidence."
"Families who don't have a basis of comparison might overlook the peaceful and orderly tone of the SCA learning environment, which is partly a product of small class sizes, and partly a product of qualified and gifted teachers."
"Some families think of VISST as a school for "math genius" types. While we do provide an excellent environment for students who excel in STEM subjects, VISST was created for a broader audience. We measure success by how much a student grows in 5 years, not by where they start or end up. All students at VISST enjoy STEM, are curious about it, and are capable of succeeding, but math doesn't have to be your strongest suit for you to attend and thrive at VISST. We also welcome "artsy" types!"
"Many families are surprised to find that elementary tuition is more affordable than early years childcare, and that SCA welcomes families from all faith backgrounds regardless of church attendance."
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Welcome to the Vancouver Independent School for Science and Technology (VISST)! Before founding VISST, I was a computer science professor at UBC where I taught over 25 courses to thousands of students. At UBC I made two key observations. One, that university students are much more comfortable with well-defined short-term tasks than with ambiguity and long-term planning; this, I concluded, is likely a product of our current high school system. And two, I observed firsthand the insatiable demand for computer science at UBC and all universities around the world, which is well beyond our capacity to provide it. This is unfortunate, I felt, because kids are more than capable of learning computer science. Combining these observations with my teaching experience, I decided to create VISST along with a fantastic team. VISST is a non-profit high school in Vancouver that aims to address the struggles I observed in university students and the lack of computer science in high schools.
Our pedagogical approach is to combine project-based learning with rigorous fundamentals. The former builds teamwork skills, long-term planning, and comfort with ambiguity. The latter is an essential component to STEM excellence. An overarching theme of our educational philosophy is to have students interface with the real world as much as possible. Whether it is publishing an article, interpreting data from the news, or partnering with a community organization during a project, real-world experiences are motivating and educational. We would consider it a failure on our part if our students are left wondering, "Why am I learning this?"
We look forward to having you explore VISST. Welcome to the VISST community.
Welcome to Sudbury Christian Academy (SCA)! We hope that you will choose to make our school your new home for total personal growth in mind, body, and spirit.
At SCA, we want to make the world a better place to live -- echoing Christ's prayer that God's will would be done "on earth as it is in heaven" (Matthew 6:10 NIV). We believe that we can change our world by raising up a generation of intelligent, resilient, compassionate leaders. In partnership with you, we will accomplish this goal by delivering well-rounded educational programming with a distinctly Christian worldview.
Discover the SCA difference for yourself! Call or message us today. I look forward to personally giving your family a private tour of our programs and facilities.
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Our curriculum philosophy involves a mix of rigorous fundamentals with project-based learning. Projects provide an incredible opportunity for students to pursue their interests, practice teamwork, grapple with ambiguity, and go deeper when their curiosity tugs. On the other hand, we also believe in the value of structured learning to build up fundamental knowledge and skills through practice, continually pushing the boundaries of our students’ capabilities. Our courses, STEM and otherwise, will be delivered through this combination of techniques. We have found that, often, progressive education models come at the expense of rigor. However, there is no need for this tradeoff: a curriculum can be both progressive — incorporating methods like project-based learning, inquiry-based learning, emphasis on self-reflection and mindfulness, etc. — and also highly rigorous. We are aware that an entirely project-based approach may leave gaps in students' knowledge; thus we combine projects with methodical and structured learning to achieve the best of both worlds.
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Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Phonics-intensive
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Process approach
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The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
VISST heavily incorporates project-based learning into the curriculum. During projects, students work at their own pace and can dive as deeply into a topic as their curiosity takes them. Outside of projects, VISST provides individualized instruction through small class sizes, expert teachers, and community mentors.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Students attend VISST because they are looking to challenge themselves. That said, a core value at VISST is balance. VISST students are not expected to sacrifice a good night's sleep due to homework. We want to make the most of students' high school experience, using time effectively, but we recognize the boundaries. We want our students to have both a great education and a happy childhood.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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Balance is a key value at VISST. We view the purpose of school as beyond academics. The primary purpose of school is intellectual development, but school should also help students understand their passions and learn about career options; it should be a time of character development and personal growth; it should be a place where lifelong friendships are forged; and it should be fun! We keep all these purposes in mind when making decisions at VISST.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
8 - 12
JK - 8
70%
10%
$8,000
$2,000
0%
75%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 8
No
No
No
No
No
No
Yes: grades 8 - 12
No
No
No
We are looking for students who want to be challenged and who demonstrate the potential to meet those challenges. A strong applicant will also demonstrate that they understand what VISST is about and that they would really like to be a part of this unique school and community. As a STEM school, we are looking for students with an interest in STEM, but this does not have to be your only interest! On the contrary, we welcome students with a broad range of interests; a diverse student body will enrich the experience for everyone. You will find that VISST innovates, and employs amazing teachers, in all subject areas.
See https://www.visst.ca/admissions for admissions information.
The main application forms, along with copies of the birth certificate and immunization record, along with the registration fee are required at the time of registration.