11181 Yonge Street, Richmond Hill, Ontario, L4S 1L2, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
Indirect Support:
11181 Yonge Street, Richmond Hill, Ontario, L4S 1L2, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
1994
2022
Varies
40
Preschool to 12
8 to 12
Coed
Coed
Day
Day
English
English
Academic
Science and technology
Montessori, International Baccalaureate
Progressive
10 to 20
15 to 20
In-class adaptations
$16,550 to $27,000
$1 to $23,400
No
Yes
0%
70%
None
8 to 12
$0
$8,000
0
8
0%
0%
85%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 8 - 12
No
No
information not available
information not available
Century began its life in 1994 when Sybil Taylor founded the Montessori school. The program has grown considerably since then, and in a variety of ways, most notably with the development of the high school program. The school is housed within a heritage building that provides a welcome sense of place and purpose. While the middle and high school programs perhaps venture away from the core of the Montessori method, they nevertheless retain a sense of community, hands-on learning, and peer support. The ideal student is one that can thrive within a challenging academic environment, and who is preparing for success at university.
View full reportVancouver 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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"Since 1994, Century Private School has offered a safe, pleasant, and nurturing environment for students from Montessori preschool to secondary school. We are dedicated in providing best education to our students achieving excellence through their experience with us. "
"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."
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"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."
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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."
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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."
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"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!"
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As Principals, we are committed to creating a positive and collaborative learning environment to inspire our students to reach their full potential and achieve academic success.
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.
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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Our Preschool and Kindergarten Casa classes follow the Montessori method of teaching. Our elementary and high school students follow the Ontario curriculum with opportunities for enrichment. The foundation of learning at Century is built on three pillars: Character, Leadership, and Community Service. Century Private School is now an IB Candidate School.
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.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Mathematics program is introduced using concrete materials, which allow the student to develop sound computational and geometric skills. These skills provide the students with the strengths that allow them to progress to the abstract level where they develop proficient problem solving skills through the application of critical and analytical thinking.
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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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In the Montessori classroom, children are introduced to the phonetic sounds of the alphabet with the use of sandpaper letters, which incorporates the sense of touch to reinforce learning. Once a child has mastered the sounds associated with each letter, they are then introduced to the large moveable alphabet, and begin to build three-letter phonetic words. The movement and activity is a stimulating process, which fosters the desire to sound out words and read.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
The student's natural curiosity and innate need to learn through discovery is nurtured by the sciences. Through a curriculum that includes studies in Chemistry, Physics, Astronomy, Zoology, and Botany, the students are exposed to the fundamental theories and concepts of science with the goal of giving them an understanding of the natural and physical world and their interdependencies. Classroom instructional units are complemented by field trips to help the students make the connection between the principals and theories learned and their role and the functions in the real life applications.
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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
Not applicable
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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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
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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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.
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.
The arts program is an important part of the school's curriculum as it contributes to the overall development of the student. The arts program encompasses Visual Arts, Music, and Drama. Study of the arts foster intellectual, social, and emotional growth, nurtures creativity and gives students other means of expression, verbally and non-verbally. It encourages self expression and communication as well as strengthening their critical and creative thinking skills. It gives them skills to work effectively in groups as well as the confidence to work independently. The Arts program is a vital component of an integrated curriculum, showing the relationship among subject areas and demonstrating the connectivity that exists in all disciplines. A specialist in each area of expertise teaches the Visual Arts, Music and Drama programs.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
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Web design
Robotics
Computer science
Our goal is to provide an active start to physical education Our program is geared towards helping the children gain self confidence, social skills and emotional control while being exposed to the games and sports taught throughout the school year. From our casa program to high school our students are learning co-ordination and skills that pertain to each sport taught.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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Our Preschool and Kindergarten classrooms follow the Montessori method of education. The program is based on self-directed activity, as students develop their "absorbent minds". With guidance from our Montessori directresses, students explore the five areas of the classroom (Mathematics, Language, Culture, Sensorial and Practical Life) in an effort to develop their natural desire to learn.
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The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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).
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.
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 “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”.
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.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The goal of our school is to inspire excellence in three ways: by developing skills of Leadership, building character, and by instilling in our students the importance of community service. We recognize the importance of developing the "whole child", and ensure that in addition to academic excellence, we foster a culture that creates caring and compassionate global citizens.
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.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
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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
0%
70%
$0
$8,000
85%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 8 - 12
No
No
No
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
Yes: grades 8 - 12
Yes
No
Students who are committed to personal growth find the most success at our school.
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.
All the applicants are required to go through an interview prior to acceptance and complete English and mathematics assesment tests.
See https://www.visst.ca/admissions for admissions information.
