Indirect Support:
Columbia College ACADEMICS & Curriculum
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Curriculum
[Show definition of Curriculum]
Curriculum approach at Columbia College: Traditional
Columbia College has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
What Columbia College says about their overall curriculum and approach:
Columbia College is an independent, not-for-profit high school and post-secondary institution founded in 1936. Our approach combines academic excellence, personalized support, and an inclusive learning environment that helps students develop the confidence and skills to succeed in their future studies. Our BC Ministry-certified High School offers the BC Dogwood Diploma and BC Adult Dogwood Diploma, preparing students for admission to Canadian universities. Students may also transition into Columbia College’s University Transfer Program, where they continue their academic journey with dedicated advising and support. With students from more than 60 countries, Columbia College fosters a culture of democratic equality, safety, reciprocity, excellence, and justice. We believe education is more than academic achievement—it is about developing critical thinkers, effective communicators, and responsible global citizens. Through close relationships between students, instructors, and advisors, we create a supportive community where learners are encouraged to explore ideas, embrace different perspectives, and take ownership of their future. As a registered charity, all resources are reinvested into enhancing the student experience.
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at Columbia College: Equal Balance
Columbia College has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What Columbia College says:
In Mathematics, students learn through a guided, exploratory approach led by the teacher. They first explore new ideas and patterns in a supported way, which helps them understand why formulas work instead of simply memorizing them. Once they have built this understanding, students apply formulas and methods with confidence, focusing on recognizing patterns and developing deeper insight rather than relying on rote memory. The teacher supports this process by introducing multiple methods and strategies, so students can choose approaches that make sense to them rather than being limited to one “right” way. This style of learning helps students gain confidence in their mathematical abilities and reduces pressure, as they are encouraged to explore and understand before being expected to create their own methods for every topic.
Textbooks and supplementary materials:
No textbooks are used in the classroom, outside the classroom, or otherwise. The coursebook is printed for the students at no charge and homework is also printed and/or done online.
Calculator policy:
Students are encouraged to not rely on their calculators for basic calculations to better understand the real number system, especially when using integers.
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Science
Science approach at Columbia College: Equal Balance
Columbia College has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
The Science program at Columbia College balances direct instruction with hands-on, inquiry-based learning. Students spend significant time in the lab, completing both formal experiments and informal investigations, building molecular models, taking measurements, and collecting data during regular class time. Lessons often include simple demonstrations that connect theory to real-world phenomena. A strong emphasis is placed on critical thinking through group problem-solving activities, where students practice explaining their scientific reasoning step by step. The curriculum is designed to build the knowledge and skills needed for future courses, and assessments are used to check understanding and readiness. This balanced approach gives students a solid foundation for more advanced science courses, while also developing the critical thinking and confidence to succeed in any hands-on science environment.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
What Columbia College says:
This information is not currently available.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Humanities and Social Sciences
Humanities and Social Sciences approach at Columbia College: Equal Balance
Columbia College has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What Columbia College says:
Columbia College’s Humanities and Social Sciences program offers a balanced approach that combines strong academic foundations with real-world relevance. The program uses inquiry-based learning and critical analysis to help students engage deeply with ideas, while also connecting those ideas to current issues and everyday life. Instead of relying on fixed textbooks, courses use up-to-date, open-source materials so that content stays current and meaningful. Students develop 21st-century skills through collaborative activities such as open-book quizzes, talking circles, and inquiry-based projects that apply concepts to current events and case studies. This approach helps students build a strong understanding of history and society, while also gaining the practical and collaborative skills needed to be informed, engaged citizens in a connected world.
Foreign Languages
What Columbia College says:
This information is not currently available.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at Columbia College: Equal Balance
Columbia College has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What Columbia College says:
The Fine Arts area combines Music and Visual Arts to give students a broad, creative foundation. In Music, students explore traditional and contemporary music from diverse cultures using voice, keyboards, recorders, and other instruments in mixed ensembles. No prior experience is required; students are encouraged to use instruments they already know while learning new ones. Through ensemble work, they learn to make music together, listen critically, and analyze different performance traditions. Students study basic music theory, technique, improvisation, performance practice, and Western notation. In Visual Arts, students use personal devices and school computers to design photo and video projects individually, in small groups, and as full-class collaborations. They learn camera use, set design, composition, and creative planning, plus key production skills including preproduction, production, and post-production. Students study visual theory, practice drawing and sculpting, and build portfolios for weekly presentation and feedback, and may help record school events and festivals.
Computers and Technology
What Columbia College says:
This information is not currently available.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What Columbia College says:
This information is not currently available.
Advanced Placement courses
This information is not currently available.Sex and health education
What Columbia College says:
This information is not currently available.
Language
Learn about Columbia College's languages of instruction and enrolment.
Columbia College offers English as the primary language of instruction.
Language of enrolment include: English, Mandarin
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at Columbia College: Standard-enriched
Columbia College has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What Columbia College says about their curriculum pace:
Our trimester structure allows students to personalize their academic progression by offering more frequent course entry points and opportunities to complete additional coursework throughout the year. With academic advising support, students can build pathways that match their goals while developing strong study habits and university readiness.
Flexible pacing style
| Type | Offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
What Columbia College says about their flexible pacing:
Columbia College supports flexible academic progression through multi-age classrooms and individualized course planning. Students may take courses beyond their current grade level based on readiness and goals—for example, a Grade 10 student may complete Grade 11 or 12 courses, while Grade 12 students may begin university-level dual credit courses.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at Columbia College: Rigorous
Columbia College has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What Columbia College says about their academic culture:
As an academically focused high school within a college, our culture is designed to bridge students toward higher education. We set high expectations for academic performance and challenge students to reach their full potential, while providing strong individual support. Our curriculum is demanding and aligned with university-level standards, encouraging depth of understanding and critical thinking. We use early-warning systems to monitor progress, so students receive timely interventions if they fall behind and consistent guidance to stay on track. This approach fosters responsibility, resilience, and a strong work ethic, preparing students not only to succeed in post-secondary studies but also to thrive in competitive academic environments.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
What Columbia College says about their developmental priorities:
We aim to develop globally responsible citizens who “act local, think global.” Our intellectual focus cultivates academically strong, creative, and critical thinkers who can reason clearly, discern truth, and engage with complex ideas. Complementing this, our social priority prepares students to be socially aware and active, understanding the ripple effect of their actions and decisions on communities worldwide. We integrate real-world issues and cross-cultural perspectives into learning, helping students see how local choices contribute to global outcomes. Alongside rigorous academics, we build skills and competencies for the future job market, including collaboration, communication, and adaptability. Ultimately, we seek to shape students who are thoughtful leaders, ethically grounded and equipped to contribute meaningfully in an interconnected world.
Special needs support
[Show definition of Special needs support]
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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.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 DeficitA 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.
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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: This information is not currently available.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
In-class adaptations
| Program | Offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
What Columbia College says about their gifted learner support:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 10 to Gr. 12 |
| Prose (narrative)-based feedback | Gr. 10 to Gr. 12 |
| Academic achievement reporting | Gr. 10 to Gr. 12 |
| Habits and behaviour reporting | Gr. 10 to Gr. 12 |
| Parent-teacher meetings | Gr. 10 to Gr. 12 |
