One-to-one comparison


  • QUICK SUMMARY

     

    Blyth Academy Waterloo

    BLYTH ACADEMY WATERLOO

    Alexander von Humboldt German International School

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    Basics

    Basics


     

    Founded

     

    2016

     

    1980


     

    Enrolment

     

    40

     

    300


     

    Grades

     

    9 to 12

     

    Preschool to 12


     

    Gender

     

    Coed

     

    Coed


     

    Living arrangements

     

    Day

     

    Day


     

    Language of instruction

     

    English

     

    English, French, German


     

    Faith Based

     

     


     

    School focus

     

    Academic

     

    Academic


     

    Developmental Priorities

     
    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 con?dent individuals, capable of leading both themselves and others."
     
    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."

    Academics

    Academics


     

    Curriculum

     

    Liberal Arts

     

    Traditional


     

    Curriculum pace

     
    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.
     
    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.

     

    Academic culture

     
    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.
     
    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.

     

    Avg. Class Size

     

    8 to 16

     

    12


     

    Special needs support

     

    Learning, Developmental, Behavioral

     


     

    Gifted learner support

     

    In-class adaptations

     


     

    Preschool/K curriculum

     
     
    Play-based
    Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.

    Tuition

    Tuition


     

    Day Tuition

     

    $16,995 to $22,095

     

    $8,000 to $11,500


     

    Boarding Tuition

     

     


     

    Financial aid (FA)

     

    No

     

    Yes


     

    Students on FA

     

    0%

     

    0%


     

    Eligible grades for FA

     

    None

     

    1 to 12


     

    Median FA package size

     

    $0

     

    $5,000

    Enrollment

    Enrollment


     

    Avg. enrollment per grade

     

    10

     

    19


     

    Percent in boarding

     

    0%

     

    0%

    Admissions

    Admissions


     

    Admissions rate

     

    95%

     

    80%


     

    Day entry years

     

    7, 8, 9, 10, 11, 12

     

    Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades 7 - 12

     

    Yes: grades K - 12


     

    SSAT required

     

    No

     

    No


     

    English Language Eligibility Certificate Required

     

    No

     

    No

  • SCHOOL REVIEWS

     

    Blyth Academy Waterloo

    BLYTH ACADEMY WATERLOO

    Alexander von Humboldt German International School

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    The Our Kids Review

    The Our Kids Review

    BLYTH ACADEMY WATERLOO

    information not available

    User reviews

    User reviews

    BLYTH ACADEMY WATERLOO

    information not available

    Our Take

    Our Take

    BLYTH ACADEMY WATERLOO

    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.

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    The program at Alexander von Humboldt is unique in Canada, principally because it admits students for whom either English, French, or German is the language spoken at home. Students need to use those languages not just to interact with the coursework, but also to make themselves understood to their peers, something which creates a particularly rich academic environment. Students arrive speaking different languages, with different life experiences, yet all share the experience of difference, and are faced each day with the social and linguistic challenges of making themselves understood to others. While they learn languages, they also have a more authentic experience of language than students in the more typical immersion programs found in Canada. Likewise, the atmosphere is particularly conducive to the development of social competencies, including empathy and cooperation, as well as an authentic global perspective through which the core curriculum is taught. The ideal student is one able to thrive in a challenging, diverse academic and social environment.

  • SCHOOL DESCRIPTION

     

    Blyth Academy Waterloo

    BLYTH ACADEMY WATERLOO

    Alexander von Humboldt German International School

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    Highlights

    Highlights

    BLYTH ACADEMY WATERLOO

    • Small class size (Average 8-16)
    • Experiential learning approach
    • Individualised programming
    • Partnerships with community organisations
    • Certified, trained teachers
    • Convenient downtown location
    • Comprehensive guidance support

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    • Trilingual Learning environment
    • Choice of completing German Abitur for fast-track to best universities
    • School is situated on vast green space on the banks of the St Lawrence River
    • After school activities such as soccer, karate, programming, 3D-printing, badminton, tennis
    • Schultüte (special grade 1 tradition)
    • Annual Stratford Trip under normal circumstances
    • Annual School Theater Play
    • School Soccer & Volleyball Teams
    • Oktoberfest
    • School Band

    Description

    Description

    BLYTH ACADEMY WATERLOO

    At Blyth Academy Waterloo we are building an active and dynamic school community. We have a range of extra-curricular opportunities inclusive of student council, prom committee, DECA, mathematics and computer science clubs and contests, coding workshops as well as various other activities of interest to our students. Our school has an average class size of eight to sixteen which allows for our educators to spend significant individualized time with each student while delivering a broad range of courses. 

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    From pre-K through Grade 12, AvH offers multilingual (German, French and English) private, internationally recognized German general education with special focus on languages, math and sciences offering Quebec High School Diploma or German International Abitur (University entry diploma) which gives students a fast-track to some of the best universities in Canada and abroad. Non-German speaking children are accepted as of age 2 1/2. Children arriving at the age of 9-12 might qualify for a special German immersion class.

  • PRINCIPAL'S MESSAGE

     

    Blyth Academy Waterloo

    BLYTH ACADEMY WATERLOO

    Alexander von Humboldt German International School

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    Message

    At Blyth Academy Waterloo we take pride in delivering a well rounded, personalized education that focuses on the development of the student both academically and personally. Our goal is to provide students with the knowledge and skills required to be successful in an ever-changing world while instilling a passion for learning.

    We are committed to providing an environment where all students become creative, independent and critical thinkers and will provide an enriched program for students who are passionate about mathematics, science and computer science. Students will study in an environment embedded in the “Innovation District” in Kitchener-Waterloo, in close proximity to Communitech, Google, Desire2Learn as well as other successful companies in the high tech sector.

    AvH is a member of a network of over 140 German schools abroad. In 2018, we were once again awarded the official “Excellent School Abroad” seal of approval by the German government. We are recognized by the Ministère de l’Éducation et de l’Enseignement supérieur du Québec. Therefore, we can offer two degrees: the internationally respected and globally recognized German International baccalauréat (Abitur), which allows a seamless transition to university studies, as well as the Quebec Secondary School Diploma, which leads to CEGEP. Our school’s academic success is clearly reflected in the fact that our graduates go on to the world’s leading universities.

    Since its founding in 1980, AvH has been educating students of German, Canadian and international origin. Our graduates acquire a wide range of skills and competencies and they master three languages: German, French and English. All this prepares them especially well for the challenges of our global world.

  • ACADEMICS

    • OVERALL CURRICULUM

       

      Blyth Academy Waterloo

      BLYTH ACADEMY WATERLOO

      Alexander von Humboldt German International School

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL


      Primary Curriculum

      Primary Curriculum

      BLYTH ACADEMY WATERLOO

      Liberal Arts


      Secondary Curriculum

      Secondary Curriculum

      BLYTH ACADEMY WATERLOO

      Information not available


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      BLYTH ACADEMY WATERLOO

      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.

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      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.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      BLYTH ACADEMY WATERLOO

      Not applicable


      What the school says about their curriculum

      What the school says about their curriculum

      BLYTH ACADEMY WATERLOO

      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.

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      Our challenging program adheres to both German and Quebec curricular requirements. The curriculum of every German school abroad offering the "German International Abitur' (DIAP) is that of the German state of Thuringia. The subjects "Geography of Quebec and Canada", "History of Quebec and Canada" and "Politics & Economics" reflect the syllabus of the Province of Quebec.

    • CURRICULUM PACE

       

      Blyth Academy Waterloo

      BLYTH ACADEMY WATERLOO

      Alexander von Humboldt German International School

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL


      Pace

      Pace

      BLYTH ACADEMY WATERLOO

      Standard-enriched


      Our Take

      Our Take

      BLYTH ACADEMY WATERLOO

      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.

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      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.


      What the school says

      What the school says

      BLYTH ACADEMY WATERLOO

      Students learn best when it’s at their own pace. Whether fast tracking is a priority, extra help is needed, or athletics/homeschooling play an important roll in our students’ lives, Blyth Academy offers flex schedules, night school, private/semi private classes, summer/accelerated course designed to accommodate our students’ diverse academic goals.

    • ACADEMIC CULTURE

       

      Blyth Academy Waterloo

      BLYTH ACADEMY WATERLOO

      Alexander von Humboldt German International School

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL


      Our Take

      Our Take

      BLYTH ACADEMY WATERLOO

      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.

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      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.


      What the school says

      What the school says

      BLYTH ACADEMY WATERLOO

      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.

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      The elementary school s small and comfortable. The school size provides ideal conditions for personal development and encouragement of the individual child. A strong sense of community imparts a sense of security and the children enjoy learning. The secondary level curriculum complies with the requirements stipulated by the German "Kultusministerkonferenz" (KMK, The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany). The individual talents and needs of students are taken into account whenever possible and where physical and staffing resources permit.


      Approach to student honours

      Approach to student honours

      BLYTH ACADEMY WATERLOO

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

    • DEVELOPMENTAL PRIORITIES

       

      Blyth Academy Waterloo

      BLYTH ACADEMY WATERLOO

      Alexander von Humboldt German International School

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL


      Primary

      Primary

      BLYTH ACADEMY WATERLOO

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."


      Secondary

      Secondary

      BLYTH ACADEMY WATERLOO

      Emotional
      The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."


      What the school says

      What the school says

      BLYTH ACADEMY WATERLOO

      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.

      ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

      Independent Free Thinker Multilingual Bilingual Global Citizens STEM and enriched science

  • SPECIAL NEEDS SUPPORT


    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    Blyth Academy Waterloo

    Alexander von Humboldt German International School

    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.
     

    Blyth Academy Waterloo

    BLYTH ACADEMY WATERLOO

    Alexander von Humboldt German International School

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL


    Additional support

    Additional support

    BLYTH ACADEMY WATERLOO

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    INFORMAL SUPPORT FOR MILD DIFFICULTIES


     

    Learning Strategy

     

     


     

    Extra Support

     

     


     

    Mild but clinically diagnosed ADHD

     

    Accommodations

     


    Additional support

    Additional support

    BLYTH ACADEMY WATERLOO

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    BLYTH ACADEMY WATERLOO

    Information not available

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    Because we are a small school with a big ratio of Teacher to Students, our ability to works with individual students needs. We have multiple resources and staff who specialize in all aspects of child development.


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    BLYTH ACADEMY WATERLOO

    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.

  • EXTRACURRICULARS


    Blyth Academy Waterloo

    Alexander von Humboldt German International School

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    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

     

    Blyth Academy Waterloo

    BLYTH ACADEMY WATERLOO

    Alexander von Humboldt German International School

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL


    Clubs Offered

    Topics covered in science curriculum

    BLYTH ACADEMY WATERLOO

    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

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    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


    What the school says

    What the school says

    BLYTH ACADEMY WATERLOO

    • Student involvement in DECA

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    • Karate
    • After-school soccer
    • Supervised homework assistance
    • Maker Space 3D printing
  • ADMISSION

    Admissions

    Admissions

     

     

    Admissions rate

     

    95%

     

    80%


     

    Day entry years

     

    7, 8, 9, 10, 11, 12

     

    Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades 7 - 12

     

    Yes: grades K - 12


     

    SSAT required

     

    No

     

    No


     

    SSAT(out of province) required

     

    No

     

    No


     

    English Language Eligibility Certificate Required

     

    No

     

    No


     

    Entrance exams required

     

    No

     

    No


     

    Entrance essay required

     

    No

     

    No


     

    Application fee required

     

    No

     

    Yes

    Type of student school is looking for

    Type of student school is looking for

    BLYTH ACADEMY WATERLOO

    Students wishing to attend Blyth Academy should be academically oriented, with post-secondary education as the goal.

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    A multilingual education (especially a trilingual education) can be challenging for both students and parents, yet the benefits of that hard work are incalculable. We look for students and parents who are want to accept this challenge and will put in the required work and effort to achieve them.

    What the school says

    What the school says

    BLYTH ACADEMY WATERLOO

    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.

    ALEXANDER VON HUMBOLDT GERMAN INTERNATIONAL SCHOOL

    Families who are interested will be invited for a tour and an interview with the principal.

    Skype interviews can be arranged for all parents and students who do not live in the area.

    The purpose of the interview is to give a general idea about the school and provide an opportunity to ask questions. It is also important to get to know each other and prevent false expectations.




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