330 Industrial Parkway North, Aurora, Ontario, L4G 4C3, Canada
2489 Bloor St. West,, Etobicoke, Ontario, M6S 1R2, Canada
Indirect Support:
330 Industrial Parkway North, Aurora, Ontario, L4G 4C3, Canada
2489 Bloor St. West,, Etobicoke, Ontario, M6S 1R2, Canada
1989
2018
400
Varies
Nursery/Toddler to 8
9 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Liberal Arts
15 to 24
8 to 16
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$19,400 to $22,150
$19,495 to $25,395
Yes
No
7%
0%
Preschool to 8
None
$1,000
$0
31
0
0%
0%
80%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 9 - 12
No
No
information not available
information not available
AMS is a Montessori school, though in many ways it exceeds the expectations that parents might have of what a Montessori education offers. The programs are hands-on, community based, though the academic environment is large, both in terms of physical space and student population. As such the extra-curricular programs are robust, including sports as well as a fully development music program that includes group and individual instruction. Those things, in themselves, are a draw for many families. The grounds are extensive, with a porous interface between interior and outdoor learning spaces. The amphitheater is impressive, and likewise is a symbol of the school’s dedication to outdoor and environmental education. In all of that, the school’s name can risk being misleading. AMS isn’t your average Montessori school. It offers broad curricular and extracurricular programs, strong academics, and an overt attention to emotional and social development through the elementary grades.
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.
View full reportinformation not available
"Communication with parents is first-rate, I could always ask questions, email, or meet in person and felt as though we worked collaboratively..."
Leigh Meadows - Parent (May 29, 2020)
Blyth provided my son with the most supportive, and engaging school experience possible. The caring...
View full review
"My daughter was recently able to participate in a university-style lab session to expose the students to..."
Lesley Houle - Parent (May 29, 2020)
My child likes the quality of the instruction provided by the Blyth Etobicoke teachers, including th...
View full review
"AMS has a reputable 30+ year history in Aurora. Educating students from 18 months to Grade 8, AMS nurtures the whole child, academically, socially, emotionally, physically, and creatively, on 14 acres with an amphitheatre, outdoor classroom, sports fields, and a wealth of green space! Friendly and nurturing staff instill a love for learning the Montessori way. Specialty classes in Elementary include Phys Ed, Technology, Visual Arts, Music, Mindfulness and French. A warm and family-focused atmosphere sets AMS apart!"
"Blyth Academy Etobicoke offers experiential private high school education for students in Grades 9 to 12 in Toronto’s west end. Conveniently located on Bloor Street West, we are steps away from Jane Station and only 15 minutes from downtown Toronto. The Academy’s campus facility provides students the opportunity to learn within a bright, modern, and spacious environment specifically designed to allow for individualized learning in small class sizes."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Our school is located on Bloor West at South Kingsway and is a new, light-filled space where our students are engaged in both academics and extra-curricular pursuits. In our school, everyone is known and is valued.
Our faculty team works with students to engage them in a collaborative learning process that leads them toward achievement through supporting and nurturing their passions. Ultimately, everyone here strives to be happy, healthy, and successful in their pursuits.
With an average class size of eight, we offer learning opportunities where discussion and exploration are at the forefront. Students learn and grow academically and personally when engaged in our dynamic programming with a focus on experiential learning. We encourage our students to be critical and creative thinkers, as well as active participants in their own education and school community. We prepare each of our students to become a global citizen who can shape the world.
Liberal Arts
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Not applicable
Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Primarily, Montessori and secondarily, Reggio instructional methods will be used to encourage student learning. Decisions regarding methods will be based upon the needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students in all areas of development. Teachers and parents are expected to work together to help students meet the expectations.
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.
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.
Nelson textbooks are used across grade levels, with supplementary learning facilitated by Desmos online graphing calculator, as well as Gizmos virtual manipulatives (explorelearning.com).
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.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
Information not available
Information not available
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.
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.
Information not available
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.
which 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 – all are better taught and understood when brought to life through experiential learning. In grade 9, students build an understanding of the world around as they develop their practical and inquiry skills. In grade 10, we focus on developing students base knowledge in each of the core disciplines (Physics, Chemistry, Biology, Earth and Space Sciences under the science curriculum by grade 11 and into 12, students choose which of the science disciplines to study individually, where we start to truly delve into the material in complex and elaborate ways. Our prime asset, though, is our team of passionate and knowledgeable 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
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Not applicable
Information not available
Information not available
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
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.
Information not available
We follow the Ontario curriculum, with a focus on practical knowledge and skills related to second language acquisition. At any level, students may be combined in a core/extended/immersion classroom, and are credited accordingly. While we are not a French Immersion school, we do offer credit for French Immersion courses. In addition, ESL courses are offered on an as needed basis.
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
Information not available
Visual Arts
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.
Information not available
The arts program at Blyth Academy is very much tailored to the students' interests. In Visual Arts for example, we may study line drawing, watercolours, or pottery. Individual interest and 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.
Information not available
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
Information not available
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.
Not applicable
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
Montessori programs aimed at Preschool and Kindergarten aged children allow young learners to choose which “tasks” or activities interest them. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very busy, calm and orderly; children either work alone or in small groups.
Information not available
Standard-enriched
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.
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.
Multi-aged environments allow for classroom communities to build leadership skills, competencies and attain successes through discovery and making attempts without the judgement of failures.
Information not available
Supportive
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.
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.
Students are expected to work to the best of their ability so that they may develop to their highest academic and personal potential. Montessori instructional methods will be used to encourage student learning. The needs of the students and the recognition that good teaching should build strong personal values and positive attitudes, both towards content and learning. High achievement is the goal for all students in all areas of development. Teachers and parents are expected to work together to help students meet the expectations of the grade level including continued internal and external supports when necessary.
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
AMS supports the Montessori philosophy of educating the whole child. This includes opportunities to guide students in their educational journey in all aspects of life such as the intellectual, social, emotional, physical and spiritual development in practical and abstract ways through all the Montessori curriculum while attaining the highest standards possible.
Graduates of Blyth Academy will step into post-secondary education with an appreciation for hard work, a tool kit of personal learning and study skills and the ability to work and learn both individually and collaboratively with their peers. While supportive by nature, our staff pushes students to strive for independent academic excellence without sacrificing the human element. Empowering each of our students to be emotionally mature, socially balanced, academically driven, and personally open and accepting is important to 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:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Academic success presents itself in many forms, and requires diverse learning situations. At Blyth Academy Etobicoke, 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 counselor and administration, as a whole team approach.
Information not available
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 learning needs. Differentiated learning is a best practice for all students and as such is common in each Blyth Academy classroom. Formal accommodations, outlined in Student Support Plans, are developed in cooperation with the student, family, teacher, guidance counselor and administration, as a whole educational team.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
Preschool - 8
7%
0%
$1,000
$0
80%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
No
Students wishing to attend Blyth Academy should be academically oriented, with post-secondary education as the goal.
1) Book a tour.
2) Interview with Linda Jazzar
3) Day visit in an AMS classroom with potential grade level teacher.
4) Teacher, Registrar and VP determine suitability of applicant.
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.
