21 Mullen Dr., Thornhill, Ontario, L4J 2T6, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
21 Mullen Dr., Thornhill, Ontario, L4J 2T6, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
5,693.8 km
7,662.1 km
1998
2022
287
90
7 to 12
8 to 12
Coed
Coed
Boarding, Day
Day
English
English
Academic
Science and technology
Traditional
Progressive
3 to 15
15 to 20
In-class adaptations
$1 to $27,000
$25,500
No
Yes
0%
50%
None
8 to 12
$0
$8,000
48
18
93%
0%
0%
30%
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8, 9, 10, 11, 12
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Not available
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades 8 - 12
No
No
information not available
information not available
TAIE’s location in Thornhill is, rightly, a major draw for many of the students who enrol there. The school is situated within the Greater Toronto Area, giving students access to one of the most diverse and internationally connected regions in the world while also offering a quieter, more focused educational setting. That balance is important: students benefit from proximity to the cultural, academic, and professional opportunities of the city, while living and learning in an environment that supports concentration, routine, and community. While the school is recognized for providing its students with strong university pathways and an academic foundation for post-secondary success, equal importance is placed on student well-being, personal growth, leadership, and a global perspective. There is a dedication to ensuring that they live well day-to-day, challenging themselves, yes, but also having time in their day to reflect and enjoy the experience. The diversity of the student body adds to the sense of internationalism; students find themselves in a close-knit community of like-minded, academically inclined peers and mentors.
View full reportVancouver Independent School for Science and Technology (VISST) is a tech-heavy high school where all teachers are subject-matter experts. 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. Computer science is taught starting in 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 is currently admitting students at all grades (Grades 8-12), with a flexible tuition model that accounts for each family’s financial situation and resources.
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"TAIE International Institute is one of the largest international boarding schools in Toronto. Founded in 1998, TAIE has been providing Ontario Ministry of Education–inspected education for students in Grades 7–12. For nearly three decades, TAIE has remained committed to student success, inspiring students to become inquisitive thinkers who demonstrate responsibility, awareness, and integrity while preparing to overcome the challenges of the future."
"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. The school is run democratically so that students are involved in planning and decision-making. You will find all sorts of students at our school, united by a shared curiosity and desire for challenge."
"TAIE's Differentiation:
* 100% university acceptance rate for graduates
* Accelerated high school pathway, allowing students to complete their studies in as little as 3 years or less
* Strong official pathway programs with prestigious universities in Canada and around the world
* Dedicated multilingual student support team providing personalized care and guidance throughout the student journey
* Beautiful and expansive campus featuring modern facilities and a rich learning environment
* Over 200 in-school activities each year to foster a well-balanced student life"
"VISST is a reimagining of high school and differs from other schools in several ways. We are a STEM school with enriched and accelerated STEM offerings, delivered by experts in our respective fields. Our goal is that no VISST student hits their ceiling or finds themselves bored at school. VISST also deeply values student buy-in and ownership. We include students in important decisions such as which teachers to hire."
"One of the key tradeoffs our school has made is prioritizing personalized support and student well-being over creating a highly competitive or purely performance-driven environment. While academic success remains important, we believe students achieve their best outcomes when they feel supported, known, and confident in their learning journey. As a result, we place significant emphasis on mentorship, individualized attention, and relationship-building, even though this may mean we operate differently from schools that focus primarily on rankings, competition, or rigid academic pressure.
Another important tradeoff is our commitment to maintaining a close-knit and community-oriented learning environment rather than expanding into a very large class size. By keeping a more personal atmosphere, students are able to build stronger connections with teachers and peers, and staff members can better understand each student’s individual needs and goals."
"Our students spend more hours per week on STEM subjects, which necessarily means fewer hours in other areas. Our STEM classes run year-round rather than half the year on a semester system."
"TAIE International Institute began in downtown Toronto with classrooms and student residences located within the same building in 1998. As it earned increasing recognition and trust from families in Toronto and around the world, the school expanded into a dedicated four-storey academic building in downtown Toronto 10 years later, along with a separate residence facility to better support student life. In 2024, TAIE entered a new chapter with its beautiful 5-acre campus in Thornhill, featuring over 50,000 square feet of modern learning facilities.
Every stage of TAIE’s growth has been driven by one vision: to provide students with a more vibrant, inspiring, and comprehensive learning environment that supports their academic and personal success. This continued evolution reflects TAIE’s long-standing commitment to educational excellence, student well-being, and preparing future generations to thrive in an ever-changing world."
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"Our school is especially well suited for students who value a supportive and inclusive community. TAIE's environment is diverse and collaborative, students who are respectful, adaptable, and interested in learning from different perspectives tend to thrive here. We encourage students not only to focus on academic achievement, but also to develop confidence, independence, communication skills, and leadership through everyday school experiences.
Families who get the most out of our school are those who appreciate a balanced and personalized approach to education. Rather than expecting a purely results-driven or highly competitive environment, these families value individual growth, strong teacher-student relationships, and ongoing support throughout the student journey. They understand that success looks different for every student and appreciate a school culture that focuses on long-term development, not just grades alone."
"Curious, motivated."
"Some families may not find our school to be the best fit if they are looking for a highly traditional or extremely competitive academic environment focused solely on rankings and test performance. While we value academic achievement, we also place strong emphasis on personal growth, student well-being, creativity, and community involvement.
In addition, students who are unwilling to engage in a diverse and international environment may struggle to fully benefit from what we offer. Our community values open-mindedness, collaboration, and cultural understanding. Students are expected to take initiative, communicate respectfully, and contribute positively to the learning environment."
"If a student is not meeting expectations for their grade level in Grade 7, they are likely not prepared to start high school at VISST. If a student is not interested in working hard at school, they are likely not a good fit for VISST."
"Families choose TAIE International Institute for its strong balance of academic excellence, personalized student support, and global university pathways. With a 100% university acceptance rate, families trust TAIE’s proven ability to prepare students for admission to leading universities in Canada and around the world.
TAIE is also recognized for its flexible and accelerated academic pathways, allowing many students to complete high school in as little as three years or less. In addition, the school’s official partnership and pathway programs with prestigious universities provide students with valuable opportunities for academic enrichment and future success.
Beyond academics, families value TAIE’s caring and multicultural environment. Our dedicated multilingual support team helps international students feel welcomed, understood, and supported throughout their journey in Canada."
"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."
"Our school is widely recognized as a supportive, student-centered international school that prioritizes both academic achievement and personal growth. In the public eye, we are often seen as a welcoming community where students from diverse cultural backgrounds are able to thrive academically while building confidence, independence, and global perspectives.
One of the most prominent features associated with our school is the strong level of individualized support students receive. Parents and students frequently describe our environment as caring, approachable, and highly attentive to student needs. Rather than allowing students to feel lost in a large system, we are known for building close relationships between teachers, staff, and students."
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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 are also often surprised by the confidence and independence students develop over time. Especially for international students, many arrive feeling uncertain or reserved, but through the school’s supportive environment and opportunities for involvement, they gradually become more engaged, self-assured, and willing to take initiative.
Another unexpected aspect is the diversity and openness within the community. Students from many different cultural backgrounds learn to collaborate closely, and this creates a welcoming environment where students gain global perspectives naturally through everyday interactions, not just through classroom lessons."
"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!"
"One of the most significant recent changes at our school was the relocation to our new campus in August 2024. This move reflected our long-term commitment to creating a more supportive, modern, and student-centered learning environment that better aligns with the needs of our growing community.
While our previous downtown location offered convenience and accessibility, the new campus has allowed us to provide students with a more spacious, comfortable, and community-oriented environment. The updated facilities support both academic learning and student well-being, giving students more opportunities to collaborate, participate in activities, and build stronger connections within the school community.
The move also reinforced our commitment to improving the overall student experience beyond academics alone. We recognized that students benefit not only from strong classroom instruction, but also from having an environment where they feel comfortable, engaged, and supported."
"New science lab facility."
"Over the next five years, TAIE International Institute aims to continue growing as a student-centered and globally minded learning community while staying true to the personalized and supportive approach that defines us. As the needs of students and families continue to evolve, we plan to further strengthen our academic programs, student support systems, and university pathway opportunities to better prepare students for university, future careers, and an increasingly interconnected world.
At the same time, TAIE also aims to expand its presence within local Canadian communities by creating more opportunities for domestic and international students to learn, collaborate, and grow together in a diverse and inclusive environment. Through continuous investment in campus facilities, technology, student life, and experiential learning, TAIE hopes to provide an even more vibrant and future-focused educational experience for the next generation."
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In our interconnected world, English language education stands as a beacon, illuminating paths toward knowledge, understanding, and global citizenship. Canada, with its rich educational heritage, emerges as a shining star — a place where students not only learn but also thrive, dream, and shape their destinies.
At the Toronto Academy of International Education (TAIE), we celebrate the mosaic of cultures that converge within our walls. Our reputation extends beyond academic excellence; it rests upon the bedrock of Canadian values — values that resonate universally. Canadians are known for their industriousness, politeness, and unwavering commitment to peace and human dignity. These qualities define us, and they are the very essence of TAIE.
Toronto, Ontario, Canada, is our canvas — a vibrant, dynamic, and diverse city where TAIE thrives. Here, students from China, South Korea, Niger, Mexico, Bangladesh, and beyond find a home within a comfortable walking commute to TAIE's educational campus. Toronto — the city of soaring skyscrapers, serene parks, and bustling markets — becomes our classroom.
Beyond textbooks, TAIE students breathe the air of Canadian values. Tolerance, acceptance, and compassion are woven into our curriculum. As they explore the bustling streets of Toronto, students witness firsthand the harmonious coexistence of cultures — a microcosm of our interconnected world.
TAIE opens its doors to international students from every corner of the globe. Here, they immerse themselves in comprehensive English-based study programs, fostering linguistic fluency and cultural understanding. Our classrooms echo with diverse accents, creating a vibrant tapestry of shared experiences.
Proudly granting Ontario Graduation Credits, TAIE paves the way for our graduates to earn the coveted Ontario Secondary School Graduation Diploma. Our expert team stand ready to guide them toward further studies in Canada's esteemed universities.
But TAIE is more than academics. Our extra-curricular activities — whether it's a debate club, a soccer match, or an art workshop — forge lasting bonds. These moments transcend textbooks, creating friendships that span continents and lifetimes.
At TAIE, we don't merely educate; we ignite passions, broaden horizons, and nurture global citizens. Our promise? An authentic Ontario educational experience — a stepping stone toward a bright future, where dreams take flight and hearts find a home.
Welcome to TAIE — a place where the world converges, and excellence thrives.
Taie International Institute's Principal
Sara M. Nasab
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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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.
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.
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The Ontario Secondary School Diploma (OSSD) program is recommended for students who have not yet graduated high school, or who require a high school diploma to apply to university. Students who receive an OSSD can apply to Canadian and international universities. The main high school course concentrations include Business, Medicine & Life Science, Mathematics, Humanities, Music & Arts. Additionally, the OSSD also requires students to complete community involvement hours each year and to pass the Ontario Secondary School Literacy Test (OSSLT). International students may also have courses from their previous high schools assessed for equivalent credits.
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
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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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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
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Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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.
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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
Web design
Robotics
Computer science
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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.
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 “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.
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”.
TAIE has an inclusive multicultural environment, we value all our students' talents and attributes that enrich our school community. Our family-like learning and living environment facilitates students to get the most out of their academic performance – one that makes students feel they have a ‘home away from home’. At TAIE, the faculty is committed to the needs of our students to help them develop the skills necessary for them to succeed in their postsecondary education, by applying professional knowledge into practice.
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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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
Our holistic approach to learning integrates, offering the broad perspectives of a truly international and multi-faceted experience. At TAIE, we advocate an everyday environment that inspires our students to become inquisitive thinkers, displaying responsibility, awareness and integrity in the global community. TAIE equips students to work through the challenges and to pursue opportunities that lie ahead.
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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RecreationalRec. |
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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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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%
50%
$0
$8,000
0%
30%
8, 9, 10, 11, 12
Not available
Rolling
Rolling
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Yes: grades 9 - 12
Yes: grades 8 - 12
No
No
No
No
Yes: grades 9 - 12
No
No
Yes: grades 8 - 12
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.
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