8671 Odlin Crescent, Richmond, British Columbia, V6X 1G1, Canada
27 Main Street North, Box 402, Bayfield, Ontario, N0M 1G0, Canada
Indirect Support:
8671 Odlin Crescent, Richmond, British Columbia, V6X 1G1, Canada
27 Main Street North, Box 402, Bayfield, Ontario, N0M 1G0, Canada
2013
2001
225
8000
JK to 8
9 to 12
Coed
Coed
Day
eSchool
English
English
Academic
Academic
Traditional, Reggio Emilia
Traditional
8 to 15
Varies
Learning, Developmental, Behavioral
In-class adaptations
$21,400 to $25,800
No
Yes
0%
2%
None
9 to 12
$0
$579
20
2,000
0%
0%
0%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades JK - 8
No
No
No
information not available
information not available
Pythagoras famously said “educate the children and it won't be necessary to punish the men.” Which sounds harsh, there on its own, but it’s true—education is the means to the liberal arts ideal of becoming active, productive, empathetic participants in all aspects of civil life. That means experiencing new things, engaging critically with new ideas, while offering our own talents in the service of others. It also means growing in to an understanding of what membership in communities offers, as well as a sense of roles and responsibilities that those communities require of us. Pythagoras thought big thoughts, and the school does too, as well it should. They offer a rich program, an extensive co-curricular offering, and cast a wide net in terms of instructional delivery. It’s an active place, full of opportunities to do all those things that Pythagoras valued: experience, interaction, values, while accessing a holistic approach to learning and life. Pythagoras also lived in a cave, though that’s a point where this school sharply departs from its namesake. The building is a chief asset of the program. Spaces are open, fluid, bright, modern, and engaging. Any way you slice it, from instruction to school community, there’s a lot to love.
View full reportThere are many things that online instruction can offer that other schools simply can’t, including distance learning and remediation. Stephen Baker began developing the concept of the Virtual High School in 1995 with that in mind, and VHS gained accreditation—with it the ability to confer the OSSGD—in 2002. Courses can be started at any point, and students are able to work through the material at their own pace. There are many opportunities for interaction and collaboration with other students and instructors. At the end of the day, it’s a unique approach, and it has proven itself with a range of learners with a range of academic purposes.
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"...the entire staff is very welcoming and is familiar with each and every family that attends the school."
Lindsay Foley-Dinh - Parent (Jun 08, 2021)
Both of my children attend Pythagoras Academy and we have no doubt in our minds that our kids love i...
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"The academic program in Pythagoras is quite unique."
Jeff De Guzman - Parent (Mar 10, 2022)
We have three children currently attending Pythagoras Academy. We know that all kids enjoy attending...
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"Pythagoras Academy provides the ideal preparation for children."
Mackie Mack - Parent (Mar 10, 2022)
We have 2 children attending Pythagoras Academy. Regardless of whether they are in the elementary o...
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"A lot of the courses include social components such as discussing assignments..."
Michael Hicks - Alumnus (May 22, 2020)
Virtual High School allows you the flexibility to move and pursue personal and professional aspirati...
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"...with the free tutoring I can get help with answering my questions with the press of a button."
Cassidy Moulton - Student (Mar 18, 2021)
Virtual High School is a amazing online private school that has all of its class work online right a...
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"The teachers are very hands-on with their students even though they are not physically there in person."
Sera Bryce - Student (May 03, 2021)
I absolutely love Virtual High School. It is an online school that allows the students to progress a...
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"Pythagoras Academy is a progressive JK to Gr. 8 independent school that embraces the role of the Arts and Sciences. Education can be relevant, engaging and inspiring and our teachers are dedicated to making this a reality for Pythagoras Academy students. By regularly designing learning experiences that are active and hands-on, our staff ensure that students’ whole personhood is involved in learning and growing. We teach students how to apply their interests and talents in order to solve real-word problems."
"Virtual High School has been a trusted leader in online education since 2001. Students at VHS choose when and where to study, when to submit assignments, and when to write their online final exams. We recognize that no two learners are the same. With certified teachers, free tutoring, dedicated student support teams, school community events, and an outstanding administrative staff, we stay focused on meeting the needs of each student to deliver the best in online secondary education."
"Pythagoras Academy stands out through its unique integration of the 5 Chairs, 5 Choices behavioral agility curriculum. Led by renowned expert Louise Evans, our approach emphasizes conscious communication and relationship mastery. Through tailored programs like the Success Centre and Excellerator, we ensure students reach their full potential. Real-life challenges, the Fine Arts, and inquiry processes enhance critical and creative thinking, preparing students academically and socially."
"Our student-centred support services help to provide an unparalleled educational experience. VHS teachers are trained to teach in an online environment, offer individualized attention to students, and provide invaluable feedback on all assignments. The VHS administrative team is available via phone, email, and live chat to answer questions and assist students in meeting personal deadlines. Our Student Academic Support service gives students access to free academic coaching and homework help."
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"Families prefer Pythagoras Academy for its supportive community and adaptive programs. Our Excellerator program offers tailored support, while enrichment activities challenge students. With a remarkable 1:5 staff-to-student ratio, we foster personalized connections, akin to a second family. Transparent school tours showcase our commitment to openness. We prioritize individualized education and relationships, making us the preferred choice for nurturing and enriching schooling."
"Virtual High School is popular among families because of its renowned reputation at post-secondary institutions across Canada and around the globe. Many VHS graduates attend major universities and colleges in Canada, so you can rest assured that VHS is a household name. After 20 years of developing and teaching courses online, VHS is unrivaled in terms of experience, credibility, and expertise."
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"Pythagoras Academy defies expectations. Families experience a vibrant community with tailored support. Beyond typical independent school norms, we offer world-renowned curriculum, diverse before/after-school programs, fine arts showcases, and competitive robotics leagues. No matter the learning needs or family lifestyle requirements, Pythagoras Academy is a school for every child and family. Personalized learning paths and extensive volunteer options demonstrate our commitment to every child."
"We recognize that not all students learn in the same way, so we have produced courses with built-in accommodations that support a variety of student needs. VHS courses meet or exceed provincial accessibility standards and include text-to-speech capabilities. Instruction is differentiated, providing learning materials via text, video, multimedia assets, and interactive activities. Where possible, assessments allow students flexibility in the medium or format they use to present ideas."
"Pythagoras Academy defies expectations. Families experience a vibrant community with tailored support. Beyond typical private school norms, we offer world-renowned curriculum, diverse before/after-school programs, fine arts showcases, and competitive robotics leagues. No matter the learning needs or family lifestyle requirements, Pythagoras Academy is a school for every child and family. Personalized learning paths and extensive volunteer options demonstrate our commitment to every child."
"The VHS learning experience comes with the unique opportunity to engage with students from across the world. We facilitate frequent online community events to encourage students to connect with each other, offering them the chance to interact with people from different cultures, learn new skills, and share their passions. Recreational activities provided by VHS include meet-and-greets, student clubs, trivia competitions, guest speakers, and social media features."
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A Welcome Message from Our Head of School
At the heart of every child and youth is a curious person, knowing what matters and what interests them. Pythagoras Academy teachers are experts at connecting to students and engaging them deeply in their learning by taking into account the unique qualities of the students they teach. Our students understand that they belong in our community because they ‘stand out’ and not because they try to ‘fit in’.
Students need both creative and complex challenges to thrive. In this light, we have designed many specialized programs to encourage this creativity and to build on students’ problem-solving skills. We have a world-class musical theatre program and information technology/broadcasting program where students are innovative, expressive and confident. Creativity abounds in our Story Studio, our innovative writing space.
We take pride in our students’ collaboration and communication skills. We develop our students’ confidence by coaching them during collaborative, real-world problems solving activities. Learning to work together and knowing how to give and take, appreciate others and generate quality ideas together are skills our students will need in the future. Our learning process is dynamic, crosses disciplines, and often involves a Fine Arts component.
Our parent community works in harmony with our school leadership and warm-hearted, talented staff. Together we create an enriched environment where students feel safe, cared for and supported to invest all of themselves into their learning opportunities.
If you are beginning to get to know Pythagoras Academy, you are welcome to explore our website, book a tour, or speak with me directly about any questions you may have. We welcome all parent inquiries and encourage parents to connect with us on our life-long journey of building a healthy, compassionate, and innovative learning community.
Warmest regards,
Michael Bouchard
Interim Head of School
Virtual High School is rooted in the philosophy that education should be flexible and centered on the individual student. Our students choose when and where to study, when to submit assignments, and when to write tests and the final exam. With fully online courses, certified teachers, and a robust administrative staff, we help nearly ten thousand students around the world meet their academic goals every year.
I hope you enjoy learning about our exceptional school and students.
Traditional
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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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Not applicable
We use the curriculum that promotes critical thinking and problem-solving. As well our curriculum strongly supports the development of our students' imaginations and creativity. This is accomplished through cross-curriculum Fine Arts programming and challenges.
We put students in the driver’s seat. Virtual High School students have the freedom to learn at their own pace with fully online courses that accommodate and respond to individual learner needs. Throughout our courses we encourage students to connect their learning to the world around them. Our teaching methods include instruction through structured lessons and activities; differentiated instruction—text, audio, video, and interactive activities—to meet the diverse learning needs of students; scaffolded instruction to foster independence in the learning process; opportunities to collaborate in discussions with VHS students around the world; and personalized assessments. By giving students plenty of opportunities to think critically and creatively, solve complex problems, and practice effective communication, we aim to educate the whole student and foster digital citizenship.
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.
At Pythagoras Academy we teach consistent, easy to learn algorithms emphasized in traditional math programs and we ask our students to apply these algorithms in complex, real world situations. In addition, we “throw situations at students” and ask them to use their critical thinking to apply possible solutions to these situations. Our students enjoy mathematics and see math as a way to express themselves and work collaboratively with others.
The VHS Math Department aims to reach all learners by responding to their individual needs. Students have opportunities to learn through text, images, diagrams, and interactive activities. We model problem-solving in detailed examples and offer lots of opportunities to practice with structured exercises. Our formative activities allow students to gain valuable feedback from their teacher before completing graded assignments. Our assessments are not limited to traditional rote math problems. We also include opportunities to develop skills that prepare students for success in post-secondary studies and in the workforce. Students also have opportunities to write papers following the APA format, and create presentations that demonstrate their knowledge and understanding of concepts covered in their course.
No textbooks or additional materials are required.
Students may use any scientific, non-programmable, non-graphing calculator.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Not applicable
We have a reading program that focuses on deep and accurate comprehension of fiction and non-fiction texts. We acknowledge and promote excellent reading subskills (including direct phonics instruction). Our work is informed by the master teacher, Adrianne Gear, as well as by Fountas & Pinnell and a wealth of Canadian & International Educators/Thinkers in the field of Literacy.
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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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Our students learn to write by having plenty of time to write during writer’s workshops. Their writing is analyzed and this forms the basis for personalized “mini-lessons”, which are highly effective in supporting our students to improve and mature their written expression.
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Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Our Inquiry-Based science program is cutting-edge, hands on and encourages both wonder and critical thinking. Our science program is orientated so that students will make their own discoveries and have the “aha” moments that make science so engaging and thought-provoking.
Similar to traditional classrooms, our science instructors use a range of strategies and approaches. Clear and concise writing, helpful graphics and diagrams, hands-on laboratory activities, and research assignments with direct instruction and coaching form the foundation of our science courses. Additionally, teachers and students have at their disposal numerous tools that are unique to online learning environments. These include electronic simulation activities, discussion boards and email correspondence, assessments with real-time feedback, and interactive activities that engage both the student and instructor.
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
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Our students study historical texts and learn how these texts are still relevant to modern day social issues. In addition, they study contemporary texts and are engaged in critical thinking and creative thinking about how these works may suggest solutions and lines of thinking to address current-day challenges.
Students in our English courses develop the skills needed to analyze and evaluate the effectiveness of a text. Our courses present literature—poetry, short stories, novels, non-fiction, and plays—from a range of cultures and time periods, as well as videos, songs, and other media texts. We aim to help students become stronger readers, writers, and oral communicators while making connections to the world around them.
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
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Students learn to “see the big picture” when looking at historical events. The program is structured to help students gain enduring understandings about big patterns that exist across civilizations and times.
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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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Students in our humanities and social science courses are exposed to a variety of disciplinary traditions, including history, geography, politics, philosophy, religion, anthropology, sociology, and psychology. By analyzing foundational texts, historical artefacts, and social relationships, students develop cultural literacy and an understanding of the human condition. We aim to teach students critical thinking and persuasion skills and, equally importantly, how to apply their knowledge and skills to real-world contexts.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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Our French courses present French language structures in engaging communicative contexts (listening, reading, speaking, and writing). Students have the opportunity to practice these skills and build their confidence in a safe environment, before any formal assessment. Teachers in our French courses support learners by providing timely, detailed, clear feedback based on individual needs.
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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students in our art courses develop their creative skills as they learn and apply the concepts, styles, and conventions of various forms of fine art. This is accomplished through the appreciation, analysis, and performance of different artistic mediums in a range of creative disciplines, including drama, music, and visual arts. We encourage students to springboard from their interests and personality when approaching coursework and assessments. Our aim is for students to build knowledge and develop creative skills in the arts that reflect and further cultivate their personal skills, social awareness, and goals beyond school.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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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Because our courses are completed entirely online, VHS students are constantly developing and practicing the digital skills needed to thrive in a rapidly evolving world.
Web design
Robotics
Computer science
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Online physical education gives students the flexibility to not only work through the course in whatever order they prefer, but it also allows them to choose activities for assessments that best fit their individual skills and comfort level. Students demonstrate their understanding and abilities through a variety of assessment opportunities. When it comes to the physical part of online physical education, activity-specific skills and strategies are supported by video instruction. Students see the movements of a skill or activity prior to participation, and then submit a video of themselves performing it for assessment and feedback. Additionally, through the use of case studies and self-reflection, students learn to think creatively and critically about a number of issues related to healthy and active living.
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Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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By paying attention to individual and group interests, we create inquiries of studies that are engaging to students and result in enduring understandings. In practical terms, this means we listen to student's own questions and desire learning experiences that satisfied students' curiosity and sense of wonder.
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Student-paced
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).
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.
Every student has a different learning style. Our teachers are nimble and responsive to students' learning needs and regularly differentiate instruction.
Our courses are fully online. No textbooks or additional materials are required. All courses include an optional pacing tool for students who wish to set deadlines for themselves, structure their time, and pace their studies and learning accordingly.
Supportive
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.
We think every student should have the opportunity to succeed. Virtual High School students are supported by a team of real people determined to help them meet their academic goals. We work with each student to meet their personal goals and deadlines. With prompt feedback and grading, free online tutoring, and the ongoing support from our administrative and guidance teams, our students enjoy a smooth road to academic success.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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At Virtual High School, we encourage and inspire a culture of responsibility, respect, integrity, and perseverance. These are the pillars of our learning community, the qualities we expect of our students, teachers, and staff alike. Additionally, we champion the importance of mental health, and the need to create healthy and inclusive communities both online and offline.
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
VHS can implement Individual Education Plans (IEPs). An IEP is a document that outlines a student’s strengths, weaknesses, learning needs, and any accommodations to be made within a course. We implement any accommodations listed in an existing IEP that apply to our learning environment. Accommodations may include a reduced workload, simplified tasks and materials, or more time for learning and completing activities. Exam and test accommodations may include, but are not limited to, extra time to write an exam or test, the ability to scribe answers or read questions, memory aids for exams, breaks during exams, and no marks deducted for spelling. The assistance of other persons and the use of specialized equipment may also be required to accommodate the needs of the student.
Information not available
Whether a student has a clinically diagnosed learning disability or develops learning difficulties while enrolled at VHS, we can accommodate and respond to their individual needs. With self-paced courses, round-the-clock access to course content, and 18 months to finish, VHS students have the freedom to take as much time as they need to review content, take notes, and practice retention. Our courses present content a number of ways (text, audio, images, video, interactive activities) and include a built-in screen reader. When it comes to assessments, students may choose how they present their ideas (e.g. write a paper, give an oral presentation, create a visual). Additionally, we make accommodations for students who use assistive technologies in their learning.
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
9 - 12
0%
2%
$0
$579
0%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades JK - 8
No
No
No
No
No
Yes: grades K - 8
No
No
No
No
No
Pythagoras Academy looks for students who are curious, open-minded, and care about others.
Anyone can take a course with Virtual High School. Our educational model and student body reflect the complexity and diversity of education in the twenty-first century. VHS students choose when and where to study, when to submit assignments, and when to write tests and the final exam. This requires our students to take personal responsibility for managing their education. Taking courses at VHS fosters independence, maturity, and self-motivation in students—all invaluable skills that prepare students for success in post-secondary studies and employment. As supporters of individuality and acceptance, we celebrate and champion diversity in thought, race, belief, gender identification, sexual orientation, culture, and life experience. We don’t just celebrate and support diversity—we thrive on it. With students in over 120 countries, we are strengthened by the wide range of backgrounds, experiences, and perspectives in our vibrant learning community.
Parents are required to fill out the application form and prepare the required documents. We accept payment for the application fee by cash, cheque, WeChat, Alipay, wire transfer, and bank draft. Please call 604-370-0199 to get more information regarding our payment options.
Once the admissions office receives the application and the application fee, we will schedule the assessment for students. After the assessment, the enrollment process will be carried out, which includes filling out the enrollment-related forms and making the tuition payment.
The required documents for the application are as follows:
- Student's head photo
- A copy of parents' PR card or Canadian Passport
- A copy of parents' visa (work permit, visitor visa, etc.) if applicable
- A copy of a BC hydro bill (or any proof of residence in BC)
-Two years of report cards for grade 1 and above applicants.
- Application fee of $300 for local student and $500 for international student
There are no admissions requirements, though students will be required to provide proof of their successful completion of a prerequisite course or equivalent, if applicable.
