118 Main Street East, Merrickville, Ontario, K0G 1N0, Canada
507 Lakeshore Rd E, Unit 203, Mississauga, Ontario, L5G 4L1, Canada
Indirect Support:
118 Main Street East, Merrickville, Ontario, K0G 1N0, Canada
507 Lakeshore Rd E, Unit 203, Mississauga, Ontario, L5G 4L1, Canada
2012
0
110
100
9 to 12
9 to 12
Coed
Coed
eSchool, Boarding, Day
Day
English
English
Academic
Academic
Traditional
Liberal Arts
8 to 12
8 to 16
Learning, Developmental, Behavioral
In-class adaptations
$16,450 to $17,950
$20,325 to $24,785
$56,200 to $58,200
Yes
Yes
15%
4%
9 to 12
9 to 12
$5,000
$6,500
28
25
55%
0%
95%
95%
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
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 reportSam Blyth founded Blyth Academy in an understanding that, as the world changes the needs of students change, and education therefore must to evolve to meet them. Throughout the decades of its life, Blyth Academy has consistently proven its ability to meet that mandate. It began by offering a global curriculum, one that covered the basic literacies as well as collaborative and leadership skills. In addition to 10 brick-and-mortar campuses, Blyth Academy Online, launched in 2014, offering asynchronous courses that students can start at any time throughout the calendar year. In response to the COVID crisis, Blyth Academic Orbit added a synchronous virtual school to the offering, bringing all the schedules, teachers, peers and relationships of a traditional academic experience, the only difference being that all was mounted entirely . In all, it’s hard to imagine a school more suited to our time, or making more out of the technologies available for program delivery. Blyth Academy is now effectively the largest single private school network in Canada, the student experience remains intimate; in the both the physical and virtual synchronous classrooms there are never more than 15 students. True to Sam Blyth’s original vision, there remains a focus on global learning, citizenship, and ethical leadership. There might have been a time when Blyth was an anomaly within the world of education—smaller schools, virtual offerings, an agile approach to learning—though it certainly isn’t now. It’s hard to imagine a school better suited to our time and the needs of the current generation of learners.
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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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"Most of the teachers I had were very kind and did their best to ensure that the lectures were entertaining and engaging for all of the students."
Jovan Dhanju - Alumnus (Feb 27, 2023)
Went to Blyth for their sports program. Found it very beneficial, and the teachers were great! I fou...
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"We definitely made the right decision to send our daughter to Blyth for her high school education."
Vicky Yang - Parent (Feb 27, 2023)
Our family has been with Blyth Academy since September 2020. We definitely made the right decision t...
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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."
"Blyth Academy Mississauga is a community of diverse and committed students, teachers, and parents. We provide an intimate educational environment sensitive to the individual needs of its students, where academic and emotional needs are met and every family is a fundamental partner in the school community."
"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."
"Communication is priority; we have strong ties with our families. Parents/guardians receive weekly updates from the principal and teachers. They also have access to our online student platform, EDSBY, which houses grades, classwork, important dates, and a platform to contact teachers. In addition, our unique timetable offers flexibility inside and outside of school. Senior students study two of three periods per day, leaving time for leadership programs, homework support, and extra curriculars."
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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."
"Our guidance program is extraordinary. The attention provided to each student in academics and mental health far exceeds the expectations of most. With university admissions becoming more competitive each year, students deserve one on one support from a knowledgeable and supportive counsellor. At Blyth, students don't wait weeks to see their counsellor, we have an open-door policy. Mental health plays a pivotal role. We are proud to have the necessary resources for social and emotional support."
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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."
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"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."
"Our staff are committed to student success. Students are greeted daily before entering class, guidance and principal doors are always open, and teachers have innate qualities of patience, flexibility, curiosity, and tricks to engage all types of learners. Teachers teach classes in which they shine, as they hold bachelors and masters degrees in those subject-specific areas. They inspire students with experiential lessons and inquiry-based projects, while knowing each pupil’s profile."
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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
Blyth Academy Mississauga is a boutique secondary school for students from grades nine through twelve which celebrates the intersection of academic rigor, post-secondary preparation, and student inclusivity.
Central to our pedagogical approach is the incorporation of personalized and experiential learning which translates theory into practice for students entering high school right through to their graduating year. Coupled by the masterful expertise of our teachers and support provided by our guidance counsellor, students are provided the opportunity to excel in an academically motivated environment which will set them up for university success.
Prior to leading our Mississauga campus, I spent four years travelling and managing our Global High School from Europe to Asia with a dual background in English, history, as well as international studies. As principal, my faculty and I are committed to providing an exceptional education in a fresh environment to cultivate thought and provide a holistic approach to learning, academics, and student wellbeing.
Liberal Arts
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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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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.
Blyth Academy offers a private school experience that focuses on personalized education, very small class sizes and experiential learning. Our unique approach allows us to tailor the curriculum to the individual student, not the other way around. By taking into account each student’s learning style and extra-curricular responsibilities, we are able to customize a plan unique to the individual.
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.
We use an inquiry-based approach to instruction, supplemented with traditional direct instruction. New topics are presented using real-world scenarios and students are then prompted with questions such as: “What do you notice?” or, “What do you wonder?” This open-ended questioning allows students to begin engaging with concepts without being limited by preconceptions. At this point, the teacher may ask additional open ended questions, or offer prompts if students are stuck. After they have had a chance to brainstorm, it is up to students to articulate what materials and skills they might need to solve the problem. The teacher then provides some direct instruction to introduce the necessary new skills. Having students engage with a problem prior to direct instruction not only makes math more meaningful, but also fosters more engagement, as students will be more invested in learning new skills if they are instrumental to a pre-existing task.
We use Ontario Ministry of Education recommended textbooks that prepare students for university business and engineering.
Nelson textbooks are used across grade levels, with supplementary learning facilitated by Desmos online graphing calculator, as well as Gizmos virtual manipulatives (explorelearning.com).
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.
Only non-graphing scientific calculators are permitted during test and exams. (Smart phones are also not permissible, as they do not always handle order of operations appropriately.) Students are encouraged to use their own calculators during regular practice, so that they are comfortable with their devices during tests and evaluations.
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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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Equal Balance
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.
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.
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.
At Blyth Academy, we like to focus on experiential learning, and there is no real better subject in which to be able to do that than Science. From collecting and consolidating the knowledge of students entering in primary grades, to the complex examination of biological process, physical systems, and chemical reactions in grade 12. In grade 9, students build an understanding of the world around as they develop their practical and inquiry skills. In grade 10 we shift focus to Cells and Systems, Chemical Reactions, Climate Change, and Light; By grade 11 and into 12, students are encouraged to study each of the subjects individually, where we start to truly explore the nature of the sciences in ever more complex and elaborate ways. Our prime asset, though, is our team of passionate and knowledgable staff, communicating their love of the subject in every lesson.
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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Our English program encourages students to collaborate in their analysis through the use of formal and informal seminars on a variety of texts and forms of media. Students read a wide array of texts ranging from literary classics to contemporary pieces. Teachers seek to build creative thinking skills within their students by balancing their courses with traditional literary criticism, creative writing, and media analysis.
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
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
Blyth Academy emphasizes experiential learning and so a pragmatic approach is important to making learning memorable and relevant. History, whilst grounded in facts, nonetheless has at its core inquiry skills and the appraisal and interpretation of evidence. Whilst this aspect is often seen as perennialism or the preserve of the liberal arts, the application is very much pragmatic. History, though political and social bias, is created as much as it is studied and the students will reflect critically on this process of creation. This skill can then can be applied to real life scenarios such as political and social education, and applications to social justice. Students will complete projects and be encouraged to reflect on the success of their approaches to learning new topics. The relevance and appropriateness of pragmatism in the social sciences must be critically appraised before it can be usefully employed.
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.
We follow the Ontario curriculum, with a focus on oral language and practical knowledge and skills. At the Grades 10-12 level, students are combined in a core/extended/immersion classroom, and are credited based on the competencies they attain during the course. While we are not a French Immersion school, we do offer credit for the French Immersion course. In addition, ESL courses are offered as needed, resulting in a possible maximum of 3 English credits.
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.
The arts program at Blyth Academy is very much tailored to the students' strengths and interests. In music, for example, if the students wish to study guitar, we locate a music studio in the neighbourhood and provide the appropriate setting and instruction. If students in Visual Arts wish to pursue pottery, classes take place in a nearby pottery studio. Individual creativity is very much the focus of our arts programming.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
Students are highly encouraged to bring their own device to class each day. Laptops are used extensively in each class, and the majority of resources and assignments are posted on our educational portal, ensuring that students always have access to class notes, upcoming assignments, and pertinent digital resources. In addition, students who opt to delve further into Information Technology, Media or Film Studies are encouraged to equip their devices with appropriate and efficient software.
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).
Physical Education takes many forms at Blyth Academy. Outdoor education is the backbone of our programming, however we do regularly access a nearby facilities as needed, as well as pools, basketball courts, hockey arenas, martial arts studio, and fitness centres. As part of our extracurricular programming, physical education is delivered by means of school soccer teams and clubs. Students are required to complete the pertinent theory components to all Physical Education classes, which is delivered in the classroom.
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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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Supportive
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 “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.
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.
At Blyth Academy, we have high academic expectations, and provide students with the supportive and flexible environment in which to reach those high standards. Teachers are very much focused on student learning and success, ensuring understanding for each individual, and engaging the entire class in the learning process. The academic success of each student is based entirely on the individual's learning style and academic goals.
"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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.
Graduates of Blyth Academy will step into post secondary education with an appreciation for hard work and their fellow peers. While supportive by nature, our staff pushes students to strive for academic excellence, without sacrificing the human element. Empowering each student to be emotionally mature, socially balanced, academically driven, and personally open and accepting is an inherent goal for each student who spends time with us.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
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Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Our school provides an academically rigourous environment and we provide additional academic support for students aiming to gain entry into top world ranked schools.
Academic success presents itself in many forms, and requires diverse learning situations. At Blyth Academy, we are well versed in the role of accommodating students with various challenges. Differentiated learning is common place in each classroom. These accommodations, by way of student support plans, are developed in cooperation with the student, family, teacher, guidance counsellor and administration, as a whole team approach.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
9 - 12
15%
4%
$5,000
$6,500
95%
95%
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
No
No
No
No
Yes: grades 9 - 12
No
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.
Students wishing to attend Blyth Academy should be academically oriented, with post-secondary education as the goal.
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.
Students and families are required to meet with both administration and guidance as part of the initial application to ensure the goals of the student are in line with the philosophy of Blyth Academy. Formal application and registration may then take place online, or in person.
