118 Main Street East, Merrickville, Ontario, K0G 1N0, Canada
305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
2012
1995
110
150
9 to 12
Nursery/Toddler to 5
Coed
Coed
eSchool, Boarding, Day
Day
English
English
Academic
Academic
Traditional
Traditional, Montessori
8 to 12
Varies
$16,450 to $17,950
$5,140 to $10,850
$56,200 to $58,200
Yes
No
15%
0%
9 to 12
None
$5,000
$0
28
15
55%
0%
95%
85%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
No
No
No
“From the outset, the founders of Merrick Prep deliberately intended to have an international student body, with limited enrolment to ensure small class sizes for focused, individualized attention.”
“Students feel known by teachers and staff even before they arrive at the school, and parents need not worry about their son or daughter because they know the level of care they receive at Merrick Prep is on par with what they would receive at home.”
“The cultural diversity within Merrick Prep is one aspect of the student population that receives regular, positive comments from students, their parents, alumni, teachers, and staff.”
Read The Our Kids Review of Merrick Preparatory School
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Merrick Preparatory School is one of those hidden gems of the academic world. Housed in an historical inn, nestled within a smaller Ontario town, it has all the benefits of being small as well all the benefits of being proximate to some of nation’s most prominent urban centres and a wealth of notable post-secondary institutions. The school is positioned to support the needs specific to students arriving from overseas, including ESL support and university placement services. The academic program is firmly focused on preparing students for success at university in North America. So, it checks all of the important academic boxes and then some. There’s also a sense that learning isn’t only about what we take away from the experience, but also who we are while we’re here; how we spend our days is how we spend our lives, and students at Merrick spend their days in a spotless, beautiful setting alongside mentors and peers who share the experience with them. It’s one of those schools that is so charming, inviting, and personal, that you just want to sit and stay. As such, it’s a particular draw for students arriving in Canada looking for an authentic experience of the life and culture of the country. It’s a school designed for students to feel known within, and to feel rooted and at home. It succeeds in all of that.
View full reportThere’s a lot to learn in the early years, one of them being a confidence to learn and to engage effectively with others. ABC, in keeping with the core tenets of the Montessori approach, was founded in 1995 to create a caring, supportive, family-centred environment, and that remains foremost in the school’s approach. An impressive roster of extracurricular activities is a draw, as is the attention to values. ABC’s reputation has been rightly gained through an individual attention to the needs of each student, and providing a solid foundation for their ongoing academic life.
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"They have truly uplifted my son from an average student to one who excels in everything he does."
Mustafa Tabba - Parent (May 27, 2021)
The staff and the teachers are simply amazing. The care given to my son is second to none. The quali...
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"What I like in MPS is the small class size and the teaching becomes more like one-to-one teaching."
Seem Pharaon - Parent (Aug 17, 2021)
Joining Merrick Preparatory School changed my son into a responsible young man.
Academically he imp...
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"The school has a positive reputation of helping students get into their desired university.
Juan Carlos Uscanga - Student (Aug 17, 2021)
As an international student first arriving to Ontario, the school helped me a lot in overcoming the...
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"Strong Academics and Small Class Sizes ensure your child gets the Individual Attention they deserve, Guidance and Support from MPS Advisors and staff who are conscious of and understand cultural differences. With a wide range of extracurriculars, every child receives a well-rounded education both inside and outside of the classroom. Located in a safe, diverse and inclusive community, MPS students graduate with the Ontario Secondary School Diploma, making them better prepared for world-ranked Universities."
"Our goal is to provide every student with the most rewarding and fulfilling education experience. Recognized for academic excellence, ABC Montessori offers a developmental pre-CASA program, a modern Montessori program for students aged 2 to 5 years, and an enriched traditional elementary program from SK to grade 5. Our students excel academically through a rigorous study program and grow socially, emotionally, and physically through a variety of arts, athletic, and extracurricular activities."
"We focus on creating courageous, community minded, compassionate global citizens - inquisitive, broad-minded, open and tolerant. We challenge our students to think critically and analytically. We build community, showing students the richness of living harmoniously within a diverse and tolerant environment, while pushing themselves and each other to reach beyond their grasp. Each of us has the power to control our destiny and the responsibility to contribute for the global good."
"We’re a small school with big aspirations. Our families enroll at our school for the intimate learning environment meant to prepare students for success in middle school and beyond. The curriculum we teach is enhanced. The good work habits we teach are ones that stay for a life time!"
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"We are experts at taking mid-range academic achieving students and helping them become high-range academic achieving students, earning multiple offers to top world ranked universities, often on scholarship. 81% of students earn offers to U of T. But families choose us for our small class sizes, small school and strong sense of belonging and community. Tolerant, open minded, safe. We have a deeply caring environment and instill compassion, and individual responsibility for the choices we make."
"Being a smaller school with a strong curriculum, our students excel in our nurturing environment with good life long habits that serve students well into middle school and high school. They prepare very well academically with good manners and excellent work ethic."
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"Our ability to positively influence our students to believe they can reach beyond their grasp and achieve their dreams, and the impact this has for the rest of their life. Parents and students often look for big fancy campuses with all the bells and whistles – the focus is on the physical environment; the emotional (& even academic) environment is less obvious. We create an environment the positively impacts our students’ confidence, sense of belonging and purpose – and that lasts a lifetime."
"While progress can seem slow at first, the habits formed and the direction provided by teachers really begin to show mid way through the year. The students transform into well balanced students with an enviable love for learning."
"Our fast response time to all questions. The deep caring provided by all staff: kitchen, cleaning, maintenance, teachers, residential life staff, admissions and Headmaster who lives on campus – the “family” feel is real! Weekly emails from each teacher to each student and their parents. Weekly “All Staff” “meetings where we focus on “student success” - each student is discussed – how to we help them be their best. Four report cards per semester. Keen attention to detail in all facets."
"The intensity with which teachers engage with students to help them and guide them along the way is what makes our experience unique. The teachers are truly our most treasured part of our school and with dedicated students, the progress they make is remarkable."
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I am delighted to welcome you to Merrick Preparatory School! We provide a world class education for grade 9, 10, 11 and 12 students wishing to gain entry into the finest universities in North America and abroad. We have a 100% university acceptance rate and over 30% of our graduates receive scholarships exceeding $5,000.
Our school is nestled on the shores of the Rideau Waterway - a UNESCO World Heritage Site - in Merrickville, Ontario, a safe, quiet and clean village where students can focus uninterrupted on their studies. Home to nationally and internationally renowned artists and named "The Most Beautiful Village in Canada", the warmth of this historic town provides an idyllic family environment for learning. Just 45 minutes from Ottawa, the nation's capital, our students have access to Parliament Hill - seat of our federal government, our national museums, national art gallery, national performing arts centre, Rideau Canal - the worlds longest skate-way, two universities, two colleges and the spectacular National Capital Commission's Gatineau Park.
Our boarding students enjoy luxurious rooms with en suite bathroom, fine dining and some of the best teachers this country has to offer. Our day students share classes with students from around the world providing a dynamic and truly international education. With an average class size of 10 students and over 140 hours of in-class instruction per credit course, our students excel and reach beyond their grasp. Individualized and focused attention, academic differentiation combined with personal and social growth result in students who become courageous, resilient and compassionate global citizens.
Come join the Merrick Preparatory School family. We are Distinctly Canadian and Uniquely Global. Your success starts here!
Sincerely,
Kevin Farrell, Headmaster
ABC Montessori is an academic school with an educational philosophy based on the development of the whole child. We believe in helping a child to develop academically, intellectually, socially, emotionally and physically. In addition to teaching academic subject matter, students at ABC Montessori are taught practical life and social skills, good work habits, time management, and respect of others and the environment.
At ABC Montessori, we offer our toddler and CASA students a hybrid learning approach which includes the use of Montessori materials and traditional learning materials and methods. Our Elementary students undergo an advanced traditional curriculum based on the Ontario Ministry of Education’s base curriculum.
As a parent, you likely worry not only about your child’s academic success, but also about the social and physical environment of the school where he or she spends their day and about the teachers who are responsible for their learning and care. At ABC Montessori, our foremost priorities are to provide students with a friendly, nurturing and supportive school atmosphere and teachers who are caring, encouraging and dedicated to the overall success of every student.
ABC Montessori has a strict code of conduct that all students must follow. Students are taught to respect their teachers and classmates and how to behave in the classroom. Teaching a student respect, good manners, and how to conduct themselves is a cooperative effort between the school and parents and is a part of a student’s overall education. ABC Montessori does not tolerate physical or verbal abuse by anyone. Any student who abuses or causes harm to another student, or teacher, will not be permitted to continue at ABC Montessori.
Every student is an individual with a unique personality. We understand that each student learns at a different pace, and has his or her own strengths and weaknesses, interests, likes and dislikes and personal habits. Students receive a great deal of personal attention in the classroom; thus, the teachers have a good understanding of each student’s academic as well as social requirements. Teachers can assess the progress and understand a student’s strengths and weaknesses much more accurately by spending quality time with each individual student.
Every child deserves the support, encouragement and the opportunity to reach their full potential. At ABC Montessori, we promise to provide every student with the opportunity to succeed by giving him or her tools to build a strong foundation, in an environment that is stimulating, challenging, and very supportive. It is our goal to make every student’s experience at ABC Montessori as rewarding and fulfilling as possible.
At ABC Montessori, we believe that education is the foundation for life. The education that a child receives at an early age, along with his or her home life, are the most important factors in determining his or her future. The impact of early education is felt throughout a person’s life. A child’s school experience must be positive and fulfilling. We believe that the responsibility of ensuring that a child receives a good education is shared by the school and parents jointly. We believe that building self-confidence, independence and motivation will give a person the ability to attempt new things, be a leader and to always put forth their best effort.
Traditional
Montessori
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Merrick Preparatory School follows the Ontario provincial curriculum for Grades 9 to 12. We offer a wide range of University and Open level courses designed to assist students in gaining their Ontario Secondary School Diploma. Upon graduation, our students have the necessary skills, knowledge and confidence to gain entrance to top world ranked universities in Canada and internationally. Our graduates have maintained a 100% university placement rate to their first choice university since our founding in 2012. All of our students also write the Ontario Secondary School Literacy Test and, for those requiring additional support, we offer the Ontario Literacy Course in Grade 12. We also offer three hours of IELTS preparation for international students.
We offer a modern montessori program for children aged 2.5 yrs to 5 years. In their senior kindergarten year, the students reduce their reliance on montessori materials in favour of a more traiditional approach in time for their entry into Grade 1. From Grade 1 onward, our curriculum is academically intense and one that focuses on the basics of writing, reading, communication, and numeracy. Students learn traditional subjects such as English, Math, Science, Social Studies, French, Art, Music, and Physical Education.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Each class begins with students being presented with complex, real-world problems they have not yet been taught how to solve. During these discovery-learning sessions students are encouraged to collaborate with their classmates and to think critically and creatively to develop approaches to the problem using their current knowledge. For the remainder of the class, learning is done more traditionally with the teacher guiding students as they build on their knowledge. Students learn increasingly advanced tools in the form of mathematical equations, algorithms and technologies which allow for greater efficiency when solving complex problems. Teachers present these tools through traditional instructional lessons. Students develop mastery using these tools through daily practice with ample teacher support. Students then revisit complex, real-world problems using their newly learned equations, algorithms and technologies to solve the problems efficiently and accurately.
Our Math curriculum is focused on perfecting the basics. A thorough combination of exercises and problem solving help the student to solidify the Math base which will aid them in understanding future concepts much better.
We use Ontario Ministry of Education recommended textbooks that prepare students for university business and engineering.
We utilize the "Math Advantage" series of textbooks.
Students require a scientific calculator for all math courses. Use of scientific non-graphing calculators is allowed on most quizzes, assignments, tests and exams. Graphing calculators are not recommended as graphing calculators are not allowed during many tests and exams.
Students are not allowed to use calculators. They are encouraged to be able to think on their feet and to work though mathematical calculations using their mathematical abilities only.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Teachers present the reading curriculum using the phonics approach. Children learn to "sound-out" words using the concept of blending consonants and vowels. By using this approach, students learn to read any word. As the years progress, students have ample opportunities to read daily and to improve their reading and comprehension skills
Equal balance
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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Students learn to write short sentences at the JK level and progress to writing short journals at the SK level. At the Grade 1 level, students begin to learn how to write book reports and answer reading comprehension questions. As students progress through the grades up to Grade 5, students are presented with ample opportunities to write many different types of writing including descriptive, narrative, persuasive, and expository.
Inquiry
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.
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 is taught in an expository capacity but is strongly supported by inquiry learning. Students learn the foundational information through direct teacher instruction to support vocabulary acquisition. Students are then encouraged to think critically about these new ideas and demonstrate their learning through investigative and experiential learning techniques. Students are given lab experience and then asked to design their own lab to answer a scientific question as part of their summative assignment. These strategies are designed to support and encourage student curiosity about scientific concepts. Students are engaged in classroom activities through the use of online labs and demonstrations, as well as hands on practical lab experience.
Our Science program is theme based and students explore the various themes at each grade level through the inquiry approach, often resorting to experiments to help them learn about the themes.
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.
An equal balance of traditional and social justice inspired programs is the focus of our literature program. Core concepts and theories are discussed and deconstructed in detail using a variety of teaching methods. These methods include, but are not limited to, instructor-centred, learner-centred, content-focused, interactive and participative, lecture, multi-subject, cross-curricular as well as differentiated learning methods. There is particular emphasis on analyses of content where students become ‘experts’ on specific literature texts. Class discussions as well as participation are a major component of teaching literature. Students will develop critical thinking and essay skills as well as social deconstruction.
Students at the Grade 4 and 5 level dwell into novel studies, reading and studying in depth one novel per term. Each novel is dissected to help students explore the literature by exploring not only the facts, but also symbolism and imagery.
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
Core Knowledge
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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The Social Studies curriculum focuses on Canada and its people; however, as the students progress, activities help to tie in the rest of the world. Students learn not only about Canadian geography and history but also the history and geography of the countries from where Canada's immigration originated.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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As a diverse and multicultural school, Merrick Preparatory School includes a variety of teaching approaches. Our focus is to ensure thorough understanding of core concepts while keeping the learning progressive and relevant. There is particular emphasis on critical thinking, investigation and deconstruction. Throughout all of our courses there is a strong focus on discussion, participation, debate and careful reflection of change over time. Developing critical thinking skills is an essential part of our course work.
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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.
Our English as a Second language courses incorporate an audio-lingual approach in conjunction with the communicative methodology. Through imitation and daily choral repetition, the students become actively engaged in their English language learning. Immediate feedback is given to students to ensure they are correctly and efficiently using language forms until it becomes habitual. Worksheets are regularly administered with some explicit grammar instruction. Students extend their listening and speaking skills by the usage of inflection and completion drills, whilst doing authentic conversational practice within the context of a daily setting. Students are required to narrate and respond to a variety of cultural pieces and media texts in the target language. Our blend of audio-lingual and communicative styles is an effective and productive pedagogical approach to English language acquisition.
Our French program commences at the pre-school level and its main objective is to have the students become familiar with the language, both phonetically and grammatically. Through a mix of grammar lessons, oral lessons, reading, and writing, students become proficient in the French language so that they are able to converse, read, and write the language with reasonable fluency at the Grade 5 level.
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
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
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.
At Merrick Preparatory School, teachers provide a receptive approach to teaching drama. Teachers provide cross-curricular opportunities to discuss historical content in areas of visual, musical, theatrical arts and how they have changed over time. Students have the opportunity for hands on application of set design and costume design. Students will also develop their own monologues and plays in a learner-centered method of instruction. A major emphasis is placed on participation/involvement, response to change and application. Students will also learn from an audience perspective and reflect on the various techniques and movement used on stage.
Every class integrates the subject of arts to include visual arts, dance, drama, and music. Students explore various mediums of visual arts through out the year and tie these explorations with various themes during the year. Our drama, dance, and music program culminates into a fantastic Concert each year in which, every student participates and learns to appreciate the various cultures represented at our school.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Merrick Preparatory School offers a high degree of technological integration in all our classrooms. Through the use of OneNote, teachers provide our students with an interactive, online learning environment where lectures can be reviewed, student work posted and assessed, and regular individual feedback provided all within an easily-accessible electronic platform. Students are required to bring with them laptop/desktop devices in order to access the OneNote network.
As a pre-school, kindergarten, and lower elementary school, technology use is still at its infancy. We believe that students must first perfect their ability to read and comprehend before they learn to use technology in the classroom. As students progress to our upper grades 4 and 5, the use of computers are encouraged to supplement research for project and to produce research reports. Starting in 2023, students will be introduced to coding
Web design
Robotics
Computer science
We offer the Health Active Living Education credit (Physical Education) in our grade 9 program. Physical Education is a major part of our holistic approach to student life. Students must choose 2 co-curricular activities for at least an hour each day, including baseball, soccer, basketball, ball hockey, ice hockey, badminton, volleyball, track, among others. All activities have a structured educational component. Physical Education is encouraged by all staff in order to keep the students active, healthy, and entertained. During the winter months, students are brought to local fitness clubs to supplement physical activity. Our residential program has mandatory activities on weekends often involving a physical component. In addition, we have a weight room with various free weights, weight machine, heavy boxing bag, ellipticals, running machines, stationary bike, and rowing machine (erg).
The objective of the physical education program is to help students improve their fine motor and gross motor skills, while improving their strength, flexibility, and fitness as they grow. Various routines are taught to address our objective and game play and skills development are introduced to further enhance the program.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Our CASA program is much more academic focused than the traditional material-only based Montessori program. Students work with textbooks, workbooks and readers as well as the Montessori materials and related activities. Language and math are the core of the curriculum.
Standard-enriched
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.
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.
Use of OneNote online classroom platform to allow students to explore and revise topics at their on pace and close teacher tracking of student progress. We create opportunities for students to delve deeper into content. Paperless classroom with electronic submission and reporting for ease of tracking and individualized learning.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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”.
Merrick Preparatory School promotes a rigorous academic culture that challenges students to reach beyond their grasp within a supportive environment. Our students’ learning extends beyond the classroom through a comprehensive residential life curriculum, as well as mandatory supervised study sessions five evenings per week. Students are also part of small-sized, teacher-led advisor groups and provided with one hour per day additional tutorial support in any subject they may be struggling in.
The academic culture at our school is strong. Our main focus on the whole schooling approach is highly academic with a focus on achieving fluency in literacy and mathematics, while supported by studies in French, Science, Social Studies, Music, and Physical Education.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
With young men and women drawn from around the world, we nurture an intimate campus environment that empowers students with the discipline to persevere in their studies, the freedom to explore new opportunities, the confidence and creativity to express themselves both in and beyond the formal classroom. We aim to shape students to take calculated risks, to try something new, and to challenge themselves in academics, co-curricular activities and community service. We aim to have a large impact on a small number of students versus a small impact on a large number of students and ensure they have the skills, knowledge and confidence to be successful in university and life beyond.
We are committed to academic excellence, personal growth and most importantly, fostering a love for learning.
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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
15%
0%
$5,000
$0
95%
85%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
No
No
No
No
No
Yes: grades 9 - 12
Yes: grades 1 - 5
Yes: grades 9 - 12
No
No
No
Merrick Preparatory School is looking for students who take ownership of their education; learn to think critically, creatively and globally; have an appreciation for diverse cultures, faiths, opinions, worldviews, and global perspectives; set challenging goals and work to acquire the the necessary skills to achieve them; become effective communicators; strive to excel; and develop confidence to become future leaders.
Our students have a natural curiosity for learning and are well adjusted individuals who exhibit good behaviour and a sense of respect for their teachers and classmates alike. We believe that a well adjusted and well mannered child will have the necessary traits to gain the most out of their classroom exposure.
Application Process
Thank you for your interest in joining the Merrick Preparatory School family. We give careful consideration to every applicant. Each application is reviewed closely and considered both as a student and as a unique individual. We take into account your past achievements and look at your future potential for contribution to Merrick Preparatory School and the greater social good.
While admission to Merrick Preparatory School is on a rolling basis, the Admissions Office encourages students to begin the process during the fall and spring of the preceding academic year. We can process applications all throughout the year but it is encouraged that students apply ahead of time to allow at least 16 weeks for the Canadian Visa and Study Permit application process.
The following 6 steps are required to complete the application process:
Step 1: Application and Application Fee
Navigate to www.merrickprep.com and click on the Admissions Menu. Follow the detailed step-by-step instructions and complete the Application Form in its entirety. Upon completion, submit via email to [email protected] along with the $200 non-refundable application fee. You can also contact us directly at [email protected] to request the Application Form or for additional information.
Step 2: Student Interview
As soon as our Admissions Office receives your application and application fee, we will be in touch with you to set up an interview in person, via Skype, Facetime, QQ, C'Me, telephone or other convenient medium. Interviews generally last 15 to 20 minutes and are informal, allowing us to get to know you.
Step 3: Official School Transcripts
We require a copy of the applicant’s final transcripts from their previous academic years starting from grade 9, in addition to any report cards from the current in-progress academic year. A final transcript from the current academic year must be submitted once the academic year has been completed. For those applying to grade 9 we require your final grade 8 report card.
Step 4: Personal Profile
Applicants are required to submit a 300 word personal profile in their own handwriting, outlining their academic goals and interests, extracurricular activities, community involvement and areas of distinction or achievement. The Personal Profile can be completed during the Student Interview, or the Personal Profile form can be emailed to the applicant. Personal Profiles are to be submitted to [email protected].
Step 5: Confidential Reference
The Confidential Reference will be emailed to you after the application form and application fee have been submitted. Once you receive the Confidential Reference it must be submitted to your Principal or English teacher for completion and returned to [email protected] directly from the Principal or English teacher. Detailed instructions are provided on the Confidential Reference form.
Step 6: Entrance Exam
All applicants are required to complete an Entrance Exam. The exam will be sent to you with instructions from our Admissions Office once the application form and application fee have been submitted. The Entrance Exam is a timed 30 minute online exam.
Please Note: the Steps of the Application Process may be executed in any order once the application form and application fee are received.
Once we receive all of the above six admissions requirements, the selection committee will review and evaluate your application. The committee will make a decision with 24 hours of receiving the final application requirement, and within 48 hours you will be notified of the selection committee’s decision.
Should you have any questions, or if the Admissions Team can be of any assistance in this process, please do not hesitate to contact us at [email protected] or + 1.613.269.2064 ext. 471.
We look forward to receiving your application.
Admissions Timeline to our Academic Programs
While we do take applications on a rolling basis throughout the year, we have limited capacity and the school may fill by April - May each year. We also have restrictions on when students can join our academic program.
Semester One (September to January):
Students admitted to Merrick Preparatory School arriving after the Canadian Thanksgiving weekend (typically the second full weekend in October) can join our English as a second language program, but are too late to gain credits in our Semester One academic program.
Semester Two (February to June):
Student admitted to Merrick Preparatory School arriving three weeks after the start of Semester Two (typically after February 21) can join our English as a second language program, but are too late to gain credits in our Semester Two academic program.
For students entering Grades 1 to 5, an entrance assessment covering reading, writing, and numeracy is administered. Following a successful assessment, an admission offer is presented and parents may subsequently prepare the application package based on an enrollment link provided by the school. All registrations are to be completed online using our enrollment and payment system TUIO.
118 Main Street East, Merrickville, Ontario, K0G 1N0, Canada
305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
