The Vancouver Learning Centre
is the "Village" it takes
to get the very best outcome
for each learner.

The VLC is not a school but a Specialist Learning Centre. The VLC delivers a team-based process. A teaching captain is assigned to oversee the program delivery and to be the main contact with the parents who then become an integrated part of the team. Schools can then be involved as appropriate.

In the case of home schooling, the curriculum, homework tasks, testing, and the program to earn credentials and provide oversight to the curriculum is up to the distance education school. This becomes the learner’s school and the VLC will work collaboratively with the school’s contact person and will actively address all IEPs or special needs developed by that school.

Whether the student attends on site at VLC and remains as part of a class or works with a distance education school, the VLC becomes the specialist provider of one to one teaching based on the special needs of the learner in collaboration with the learner’s parents and the contact person assigned by the school.

The Vancouver Learning Centre
is the "Village" it takes
to get the very best outcome
for each learner.

At the Vancouver Learning Centre, we are equipped to serve students with many kinds of learning needs. Each of the eleven cohorts below describes a type of learner served by the VLC. The groupings are based on years of experience working with students and have been created for the convenience of presenting parents with appropriate information.

We take great care to ensure that each program addresses the needs of the student it is designed for. Since no two learners are exactly the same, all of our programs are individually designed and are built around each learner to provide them with the best support possible.

 

Parents Advisory

There is a huge difference in the learning approaches and learning environment between Grade 12 and the first year in a post-secondary institution. Students move from a highly structured and prescribed learning environment in high school to one that has few rules or boundaries. The classes are large, absence from class is not always noted, and time frames for handing in...

Continue to High School Graduates, College and University Entrance

  1. University readiness/university preparation for excellence
  2. University readiness for VLC graduates and alumni
  3. University readiness for new clients without VLC assessment
  4. Preparation for SAT and Graduate Record Examination (GRE)
  5. Preparation for university level math courses
  6. Post Secondary curriculum support

Other Programs

Some college and university students struggle to achieve the grades they need to pass their courses or to achieve good enough grades to enter graduate school programs.

Continue to College and University Coaching Services for Underachievement

VLC Signature Programs in Learning to Learn, and Academic Achievement are applied at the post secondary level.  

Parents Advisory

When a learner who has been away from a regular learning program decides to go back to school, both confidence and new skills can be the key to their success.

Continue to Young Adult (18+ years) and Mature Student Training Program to Re-enter Schooling

The Vancouver Learning Centre offers tailored programs for young adults and mature students returning to education after a break. By enhancing cognitive, academic, and executive function skills, VLC equips learners with the confidence and tools needed for success. Services such as executive function coaching, mind mapping, and essay writing support are customized to each individual’s goals. Begin your journey back to education by contacting Andrew Taylor to discuss personalized reentry plans.

Parents Advisory

Note: For children 6 to 12 seeGiftedness, Advanced Achievement. Children develop skills at various rates. While most young learners are bright, curious, and eager to learn, some display accelerated...

Continue to Early Childhood Enrichment for Gifted Children Showing Advanced Development (Aged 3 to 8)

Children develop skills at various rates. While most young learners are bright, curious, and eager to learn, some display accelerated development, often remarkable even when accompanied by learning disabilities or conditions like autism. Recognizing and nurturing this early development is essential, as it often signals exceptional potential. Without adequate support, these children may experience distress or anxiety.

For children aged 3-5 who learn outside a structured classroom environment, there is often an opportunity to progress at their own pace. These children may acquire skills beyond those of their kindergarten peers, explore interests passionately, and develop a readiness to thrive in school. However, when children accustomed to learning freely enter a traditional classroom, they may face challenges adjusting to standardized instruction. For them, topics may feel repetitive or unengaging, potentially dampening their enthusiasm for learning and even for school.

Signs to look for:

  • Advanced Development in Young Children
  • Advanced language skills or fluency in multiple language
  • Proficiency in foundational skills, such as reading, writing, or math
  • Intense curiosity or passion for learning in specific areas
  • Interest in puzzles, complex systems, or problem-solving
  • Talent in music, arts, or sports
  • Exceptional personal awareness, emotional intelligence, or social skills

When young children display remarkable abilities, recognizing and nurturing this early development is essential.

Parents Advisory

A child's success in school is heavily reliant on their ability to comprehend classroom instructions and engage in age-appropriate play and learning. As they progress through grades, mastery of foundational skills in reading, spelling, and math becomes increasingly critical, even with one-on-one assistance. By grade four, academic success hinges on language proficiency...

Continue to Early Childhood Language Delay in English (Ages 3 to 8)

Language development is a natural process for all children, but when delays occur, this can significantly impact intellectual growth and school success. For children aged three, language expectations include the ability to communicate in 2-3 word sentences, follow 2-3 word instructions without repetition (e.g., "Go upstairs, get your blue socks"), and learn new words daily through exposure.
Failure to meet these milestones can lead to serious challenges. Entering kindergarten without age-appropriate language skills puts children with language delays at risk for lifelong consequences, particularly in English and French-speaking contexts in Canada. Potential causes may include genetic or brain-based disorders, hearing impairments (even mild), or limited exposure to English from early caregivers.

At the VLC, programs include:

  • Direct teaching of vocabulary comprehension and usage
  • Vocabulary development focusing on nouns, verbs, and pronouns
  • Introduction of simple words, including names of body parts, colors, numbers, etc.
  • Encouraging sentence formation and response to commands
  • Helping children name themselves and their family members
  • Facilitating the understanding of common objects through storytelling
  • Developing skills in reading comprehension, spelling, writing, and mathematics, along with general knowledge about time, place, and the calendar

Parents Advisory

When students transfer the language of instruction they also need to learn the vocabulary and methods used in English language instruction. This provides an important challenge to young learner, which, if overcome, can help them become bilingual successfully...

Continue to Students Transferring from French to English Language Instruction (Grades 2-12)

Transitioning from French-language or French-immersion instruction to English-language instruction presents unique challenges for students. Unlike their new English-speaking classmates, who may have already accumulated hundreds of hours in English-based teaching methods, students transferring from French instruction often find themselves at a significant disadvantage. This shift can lead to anxiety and hinder classroom confidence, ultimately affecting overall learning success. Such anxiety can disrupt the learning process, making the transition even more daunting.

For students with learning disabilities, the challenge of mastering a new language and curriculum without foundational skills in English becomes exponentially greater.

At the Vancouver Learning Centre (VLC), we employ innovative strategies to build foundational skills and facilitate a smooth transition, aligning learning outcomes with each student’s natural abilities. While this process requires time and dedication, it ultimately empowers learners to become bilingual and succeed in both languages. Success stories from former VLC students inspire confidence in current learners and their families.

See stories of our success here.