118 Main Street East, Merrickville, Ontario, K0G 1N0, Canada
4789 Yonge Street Unit 705, Toronto, Ontario, M2N OG3, Canada
Indirect Support:
118 Main Street East, Merrickville, Ontario, K0G 1N0, Canada
4789 Yonge Street Unit 705, Toronto, Ontario, M2N OG3, Canada
2012
2010
110
12000
9 to 12
7 to 12
Coed
Coed
eSchool, Boarding, Day
eSchool
English
English, French
Academic
Academic
Traditional
Traditional
8 to 12
Varies
Learning, Developmental, Behavioral
In-class adaptations
$16,450 to $17,950
$56,200 to $58,200
Yes
No
15%
0%
9 to 12
None
$5,000
$0
28
2,000
55%
0%
95%
100%
9, 10, 11, 12
8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
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 reportSince it was founded in 2010, it has grown to an annual student population of 3000, easily dwarfing the largest brick-and-mortar private schools in Canada by a third and more. The student body is comprised of nationals, in addition to those in Canada, in more than 15 countries. The teaching staff of 25, all Canadian certified, and the school is accredited in Ontario, able to confer the OSSD. In all, this isn’t a new or developing concept, but rather one that reflects a growing need. OVS students register for a much broader range of reasons, all of which signal the diversity of needs that OVS is serving. This includes students who are seeking to fill out a few courses in addition to their current school work, those striving to upgrade existing marks, and those who are scheduling around other commitments, from elite athletics to time spent in medical care. For overseas students, it’s an opportunity to earn an Ontario Secondary School Diploma and therefore apply to Canadian universities, without incurring the costs the cost of boarding and travel. The delivery may be different than many are used to, but the teaching is strong, with a range of supports to ensure learner success. As such, OVS offers a valuable option to a growing number of students, in Canada and around the world.
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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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"I enjoyed how even though this was an online course I could still interact with others and get feedback from both the teacher and fellow students..."
Stephanie Sassi - Alumnus (Nov 19, 2018)
Ontario virtual school provided me with one of the best experiences. They cared about my marks and h...
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"OVS is the PERFECT school...You can keep going back to the content, even if it is hard, and spend as much time as you like to understand that content completely before moving on"
Wajiha Fatima Syeda - Student (Nov 22, 2018)
Ontario Virtual School has provided me with a very valuable learning experience. The best thing abou...
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"The course material is similar to that of a physical school."
ricky Randhawa - Student (Jan 15, 2019)
I enjoyed the Ontario Virtual School. I took 2 courses during grade 12 here and I was working at 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."
"Ontario Virtual School is an accredited online high school operating since 2010. We provide over 160 high school courses leading to the Ontario Secondary School diploma. Our students can register at any time and can complete a course in as little as 4 weeks. This allows for students to develop their own pace and schedule. All learning materials and textbooks are included in the course fees."
"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."
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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."
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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."
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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
As Principal of Ontario Virtual School (OVS), I cannot tell you how proud I am to work with the team of experienced teachers who are all committed to providing a thriving educational environment that supports all learners, maintains high expectations for all, and strives to develop caring, compassionate global citizens.
OVS has been operating for several years now and our vision remains the same:
“To empower all learners, through the use of technology so that they can experience academic success”.
We aim to propel students to achieve their highest academic potential at their own pace which supports their specific learning style and needs.
The inspiration behind launching OVS originates from recognizing that there was a need for an online school that could better meet the needs of todays' students. For example students who cannot attend classes on a regular basis due to personal/family reasons, health/emotional reasons, athletic commitments or a full time jobs can still reap the benefits of a learning experience. Ontario Virtual School also assists students with upgrading their marks in challenging courses in order to improve their understanding and increase their chances of gaining acceptance into competitive post-secondary programs.
Knowing that we are able to serve our community in supporting their academic goals; whether it is to go to post-secondary institution, go into a trade or apprenticeship, join the workforce or simply graduate from high school, is a very rewarding feeling.
Thank you for exploring our profile and its various links to learn more about our school. If you have any questions or concerns, please do not hesitate to contact me at any time.
Sincerely,
Gary Michael
Traditional
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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.
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.
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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.
All of our lessons are interactive and professionally animated, including voice narration and video multimedia to enhance the learning environment. Course instruction and study are done both online and offline, so students can spend more time on a lesson requiring extra attention and move more quickly through a concept that is more easily grasped. Our Learning Management System brings the school to you and allows access to course material 24 hours a day. If you ever need any assistance, our qualified teachers and staff are an email, phone call or Skype/Facechat away!
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.
The following Math courses are offered
MHF4U-
Grade 12 Advanced Functions
MCV4U-
Grade 12 Calculus and Vectors
MDM4U-
Grade 12 Data Management
MAP4C-
Grade 12 Foundations of College Mathematics
MDM4U-
Grade 12 Mathematics For College Technology
MCR3U-
Grade 11 Functions
MCF3M-
Grade 11 Functions and Applications
MPM2D-
Grade 10 Math
MPM1D-
Grade 9 Math
We use Ontario Ministry of Education recommended textbooks that prepare students for university business and engineering.
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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.
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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.
OVS offers the following Science Courses:
SCH4U-
Grade 12 Chemistry
SCH4C-
Grade 12 College Chemistry
SPH4U-
Grade 12 Physics
SPH4C-
Grade 12 College Physics
SBI4U-
Grade 12 Biology
SCH3U-
Grade 11 Chemistry
SPH3U-
Grade 11 Physics
SBI3U-
Grade 11 Biology
SBI3C-
Grade 11 College Biology
SNC2D-
Grade 10 Science
SNC1D-
Grade 9 Science
SNC1P-
Grade 9 Applied Science
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
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.
OVS offers the following Science Courses:
ENG4U-
Grade 12 English
SBI4C-
Grade 12 College English
EBT4O-
Grade 12 Business and Technology English
EWC4U-
Grade 12 Writer's Craft
OLC4O-
Grade 12 Ontario Secondary School Literacy Course
ENG3U-
Grade 11 English
ENG3C-
Grade 11 College English
ENG3E-
Grade 11 Workplace English
ENG2D-
Grade 10 English
ENG1D-
Grade 9 English
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
Not applicable
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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.
OVS offers the following Science Courses:
CGR4M-
Grade 12 Environment and Resource Management
CGW4U-
Grade 12 World Issues: A Geographic Analysis
CIA4U-
Grade 12 Analyzing Current Economic Issues
CHY4U-
Grade 12 World History since the Fifteenth Century
CLN4U-
Grade 12 Canadian and International Law
HHS4U-
Grade 12 Families in Canada
HSB4U-
Grade 12 Challenge and Change in Society
HZT4U-
Grade 12 Philosophy
CHW3M-
Grade 11 World History to the End of the Fifteenth Century
HRT3M-
Grade 11 World Religion
HSP3U-
Grade 11 Introduction to Anthropology, Psychology, and Sociology/a>
CHC2D-
Grade 10 Canadian History
HIF2O-
Grade 10 Individual and Family Living
CGC1D-
Grade 9 Issues in Canadian Geography
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
OVS offers the following Science Courses:
FSF4U-
Grade 12 French
FSF2D-
Grade 10 Core French
FSF1D-
Grade 9 Core French
FSF1P-
Grade 9 Applied Core French
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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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.
OVS offers the following Science Courses:
AWQ4M-
Grade 12 Photography
AVI2O-
Grade 10 Visual Arts
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.
BAT4M-
Grade 12 Financial Accounting Principles
BBB4M-
Grade 12 International Business
ICS4U-
Grade 12 Computer Science
BAF3M-
Grade 11 Financial Accounting Fundamentals
GWL3O-
Grade 11 Designing Your Future
BTT2O-
Grade 10 Information and Communication Technology
GLC2O-
Grade 10 Career Studies
BTT1O-
Grade 9 Information and Communication Technology
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).
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Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
Our non-standardized pace is responsive to the pacing of each student. There is no such thing as "behind schedule", if they need extra time to master a module, we're ready to help support them.
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.
The vision of Ontario Virtual School is to empower all learners through the use of technology to experience scholastic success. We strive to promote students to achieve their highest academic potential at a pace that best supports their personal learning style.
"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.
At OVS, we enable learners to gain confidence, develop self-awareness and personal motivation. With teacher support, our students learn to persevere through an independent and self-regulatory learning model.
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. | ||||
| Developmental | ||||
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
OVS recognizes the tremendous demands and stress that students can experience throughout their high school lives. Making course selection choices, looking at a host of post secondary options, as well as personal & socio-emotional problems are all barriers that obstruct students from achieving to their academic potential.
Our school provides an academically rigourous environment and we provide additional academic support for students aiming to gain entry into top world ranked schools.
“Awesome school, courses are clear and precise! They teach all five styles of learning, therefore, it easy to complete a course and get good grades. My son has an L.D. and has now got a 90+ average in grade 11 Academic courses. He was told in public school to go applied his grade average was 70%. Let kids learn the way they want to and they will succeed.” S. Clarkson, Parent
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
15%
0%
$5,000
$0
95%
100%
9, 10, 11, 12
8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
Rolling
Not available
Yes: grades 9 - 12
No
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.
At OVS, we believe all students are capable of success in the online learning environment, so long as they are provided with the proper support system and motivation. We work to ensure our system is as robust and supportive as possible to allow all students to succeed in our courses.
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 can join our school and begin courses at any time of the year.
Most courses do have prerequisites. You are required to submit a copy of your report card or transcripts that show you have earned a credit in the required Prerequisite courses, before your registration can be complete with Ontario Virtual School.
Students from Quebec, you are required to register through OVS Quebec – Northern PreUniversity (NPU)
