507 Lakeshore Rd E, Unit 203, Mississauga, Ontario, L5G 4L1, Canada
6727 South Chippawa Road, Wellandport, Ontario, L0R 2J0, Canada
Indirect Support:
507 Lakeshore Rd E, Unit 203, Mississauga, Ontario, L5G 4L1, Canada
6727 South Chippawa Road, Wellandport, Ontario, L0R 2J0, Canada
0
1978
100
100
9 to 12
5 to 12
Coed
Boys
Day
Boarding
English
English
Academic
Military
Liberal Arts
Traditional
8 to 16
10 to 16
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$20,325 to $24,785
$61,200 to $65,200
Yes
Yes
4%
5%
9 to 12
5 to 12
$6,500
$10,000
25
13
0%
100%
95%
80%
6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 5 - 12
No
No
information not available
Some students thrive in environments where they have lots of latitude to be independent and self-motivating. Others thrive in the opposite: an environment that is structured and ordered, with very clear limits and recognizable boundaries. Robert Land, truly, is for them. The daily routine is regimented, and discipline is enforced. And the results are consistently astonishing. This is a school that prides itself on its ability to turn lives around, and that pride is well placed. Robert Land isn't for every student, but, of course, no school is. For students who require structure in order to succeed, Robert Land Academy can make a remarkable difference in a very short period of time.
Read The Our Kids Review of Robert Land Academy
Sam 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 reportSome students thrive in environments where they have lots of latitude to be independent and self-motivating. Others thrive in the opposite: an environment that is it structured and ordered, with very clear limits and recognizable boundaries. Robert Land, truly, is for them. The daily routine is regimented, and discipline is enforced. The results, often, are astonishing. This is a school that prides itself on its ability to turn lives around, and that pride is well placed. Robert Land isn't for every student, but, of course, no school is. For students who require structure in order to succeed, the school can make a remarkable difference in a very short period of time.
View full report
"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...
View full review
"The teachers in this academy are a life-changer for me."
Samson Lau - Alumnus (Nov 03, 2022)
Robert Land Academy truly changed how I view myself and life. To be brutally honest, Living overseas...
View full review
"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."
"RLA is a not-for-profit, private boarding school for boys (grades 5 - 12) offering a distraction-free environment with small class sizes and academic tutoring. The highly structured military-model helps students develop self-discipline and the confidence to achieve their academic, moral, and physical potential. If your child is bright and underachieving, easily distracted and requires additional learning support (ADHD) to secure the grades for post-secondary opportunities contact the Academy to find out more."
"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."
"The Academy's structured program prioritizes student growth and development. The disciplined daily routine provides students with a predictable framework for success. Students often flourish within an environment that provides supervised, mandatory study halls, plenty of physical activity, time for extracurricular interests, and healthy sleeping and eating patterns. This structured program revolves around students reaching their academic, physical, and moral potential."
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"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."
"Change. Our program is unique and can provide a transformative experience. Our students are accepted based on their perceived potential, not past performance. Many of our students have not thrived within the traditional school setting - socially, academically, or physically. As a result, we emphasize progress and development. We challenge our students to reach their potential and develop genuine self-confidence."
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"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."
"Families tend to be surprised by our caring, committed staff. There are a lot of misconceptions about military-inspired schools, including the idea that their nature is punitive. We have a dedicated staff whose primary concern is the growth and development of our students. Our staff are passionate about our students and genuinely care about their progress."
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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.
Robert Land Academy is a military-inspired living and learning environment intended to provide the structure and support that adolescent males require to meet their potential. We believe strongly in personal responsibility and individual accountability as being the basis for development of the self-discipline so necessary to succeed in life.
Our founding values of courage, commitment, labour, loyalty, and honour remain unchanged and permeate every aspect of our program. Boys are given the opportunity to earn leadership positions, ranks, and awards based entirely on merit. They quickly learn the value in working hard to accomplish goals and enjoy the satisfaction of knowing that they have earned whatever it is they have received, good or bad.
The Academy is not for every boy. They have no access to the internet and personal phones are not permitted. Every hour of the day is accounted for and a routine quickly established. Many find it difficult. However, our graduates all come to recognize the value of the program in assisting them in meeting their academic, moral, and physical potential. As an Academy, we certainly take great pride in knowing that we are helping to produce excellent leaders and citizens who positively contribute to the society in which they live!
Traditional
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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.
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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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.
Robert Land Academy boarding school offers a unique and highly structured learning and living environment in which many of the distractions responsible for boys not achieving marks in keeping with their potential are eliminated. Emphasis is placed upon the development of habits conducive to the development of self-care and routine, and the academic skills required for success in post-secondary environments. Small class sizes and extensive provision for remediation in numeracy and literacy skills combine with a coaching philosophy of teaching designed to elicit from boys their personal best. The Academy’s program invariably results in dramatic academic improvements and measurable success. A healthy diet, regular exercise and monitored study halls combine with a rigorous academic program to provide challenge, encouragement and academic self-direction.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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.
At Robert Land Academy, foundational courses target core areas of literacy and numeracy. Through the identification of actual grade level performance and diagnostic testing, academic remediation and upgrading, and specific individualized programs, boys can master the academic requirements necessary for the successful completion of their courses of study. At Robert Land Academy, foundational courses target core areas of literacy and numeracy. Through the identification of actual grade level performance and diagnostic testing, academic remediation and upgrading, and specific individualized programs, boys can master the academic requirements necessary for the successful completion of their courses of study. Remediation includes computer based instructional instruments such as Kahn Academy and the JUMP program for elementary grades.
Nelson textbooks are used across grade levels, with supplementary learning facilitated by Desmos online graphing calculator, as well as Gizmos virtual manipulatives (explorelearning.com).
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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.
The use of calculators is restricted until such time as curriculum expectations require them. They are not employed in junior grades in order to ensure mastery of basic math skill sets.
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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.
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.
At Robert Land Academy, foundational courses target core areas of literacy and numeracy. Through the identification of actual grade level performance and diagnostic testing, academic remediation and upgrading, and specific individualized programs, boys can master the academic requirements necessary for the successful completion of their courses of study.
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.
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.
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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
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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.
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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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.
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.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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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
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.
These programs have an equal emphasis on receptive and creative learning.
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
Computers are provided together with monitored and restricted internet access. Personal computers and electronic devices are not allowed so as to remove potential sources of distraction.
Web design
Robotics
Computer science
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.
Physical education is an integral part of the school's overall program and is seen as a means to promote both mental and physical health.
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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.
Specific programming is provided to help students address the situation where they find themselves behind academically or previously placed in streams precluding university or college admission.
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.
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”.
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.
Senior academic years are focused upon post-secondary options and being able to be in a position by the end of high school where options and range of choice can be maximized.
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
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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
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
The school's high level of structure and reduction of distractions combined with an inclusive philosophy whereby special needs students can be incorporated with smaller regular classes has proven to be effective. The Academy's standard program represents in itself an overall accommodation to many boys' needs and learning priorities.
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.
Many applicants to the school have been identified with a learning disability. The admission's process involves an interview and screening model to assess suitability of students to the program offered.
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 |
||||
Golf |
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Gymnastics |
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Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
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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
9 - 12
5 - 12
4%
5%
$6,500
$10,000
95%
80%
6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 5 - 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.
For over 40 years, Robert Land Academy Academy has been offering programs for troubled boys to help them achieve the success that they haven’t been able to achieve through the traditional school system. Approximately, eighty percent of the students from our boys’ academy come from Canada. The remaining twenty percent travel from the United States, Germany, Mexico, Hong Kong, China, Taiwan, The Caribbean and elsewhere around the globe. Because Robert Land Academy attracts boys from around the world, the student body represents a broad diversity of racial, ethnic and religious backgrounds. Because of the intimate setting and the small student population, our students form strong friendships which last a lifetime.
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.
The admission process at Robert Land Academy includes a written application and a personal interview with the candidate and his parents. Copies of academic transcripts or reports from the preceding two years and other pertinent information are also required. Admission is based upon the boy’s suitability to the program and the potential exhibited as a result of the interview process.
