507 Lakeshore Rd E, Unit 203, Mississauga, Ontario, L5G 4L1, Canada
1079 Linbrook Road, Oakville, Ontario, L6J 2L2, Canada
0
2014
100
180
9 to 12
JK to 8
Coed
Boys
Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive
8 to 16
1 to 18
Learning, Developmental, Behavioral
Learning
In-class adaptations
$20,325 to $24,785
Yes
No
4%
0%
9 to 12
None
$6,500
$0
25
16
0%
0%
95%
100%
6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
No
No
No
information not available
information not available
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 reportThere has been a Linbrook School at this site in Oakville for more than 80 years—prior to 2010, it was the site of a public school with that name. The current Linbrook school keeps the name, as the founders liked the continuity it provided within the community, including the educational tradition that the school represented. That said, the current Linbrook shares little more than a name with that school. It’s the only boys’ school in Oakville, and the approach is based in providing a diversity of activity, and physical movement, both within the classroom and without. Students learn in a dynamic, group environment. Classrooms are large to promote small group facilitation. The facilities were entirely updated for the school's opening, and incorporate a full range of instructional technology. The grounds, including green space and play fields, also recommend the school.
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"Most of the teachers I had were very kind and did their best to ensure that the lectures were entertaining and engaging for all of the students."
Jovan Dhanju - Alumnus (Feb 27, 2023)
Went to Blyth for their sports program. Found it very beneficial, and the teachers were great! I fou...
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"We definitely made the right decision to send our daughter to Blyth for her high school education."
Vicky Yang - Parent (Feb 27, 2023)
Our family has been with Blyth Academy since September 2020. We definitely made the right decision t...
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"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."
"Linbrook School is a not-for-profit, independent day school and Oakville’s only boys' school. At Linbrook, we recognize that every boy has his own special skills; athletes, musicians, performers, artists, writers and humanitarians will all have the opportunity to shine and thrive as members of our school community. Exceptional teachers, an engaged parent community, and a beautiful school with character, modern amenities and expansive, outdoor learning spaces comprise the Linbrook experience."
"Communication is priority; we have strong ties with our families. Parents/guardians receive weekly updates from the principal and teachers. They also have access to our online student platform, EDSBY, which houses grades, classwork, important dates, and a platform to contact teachers. In addition, our unique timetable offers flexibility inside and outside of school. Senior students study two of three periods per day, leaving time for leadership programs, homework support, and extra curriculars."
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"Our guidance program is extraordinary. The attention provided to each student in academics and mental health far exceeds the expectations of most. With university admissions becoming more competitive each year, students deserve one on one support from a knowledgeable and supportive counsellor. At Blyth, students don't wait weeks to see their counsellor, we have an open-door policy. Mental health plays a pivotal role. We are proud to have the necessary resources for social and emotional support."
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"Our staff are committed to student success. Students are greeted daily before entering class, guidance and principal doors are always open, and teachers have innate qualities of patience, flexibility, curiosity, and tricks to engage all types of learners. Teachers teach classes in which they shine, as they hold bachelors and masters degrees in those subject-specific areas. They inspire students with experiential lessons and inquiry-based projects, while knowing each pupil’s profile."
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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.
It is my pleasure to introduce Linbrook School, Oakville’s independent day school for boys. Thank you for including us in your search for a school that upholds your values and reflects your vision. Within our community, we support our boys’ learning styles and respect their unique personalities. We are committed to providing an exceptional experience our students will remember and appreciate for a lifetime.
We are fortunate to live in a society that continues to seek answers and provide insight into how children develop. Research on brain function has helped to clarify the physical differences of boys and girls, and we may confidently say that boys and girls learn differently and socialize in their own distinct ways. Research also confirms that boys thrive in an all boys’ learning environment. At Linbrook, we proudly offer a diverse program that allows students to explore their interests and discover their own special talents. We recognize the value of a strong mind, a healthy body and a vibrant spirit. Therefore, in addition to providing a challenging academic curriculum, we also emphasize athletics, visual arts, music, leadership, public speaking and outdoor education. Most importantly, we teach our young men the significance of moral integrity.
On behalf of the staff at Linbrook, we would be delighted to have an opportunity to share in your son’s education. I welcome you to join us for a discussion about how we may work together to enrich your son’s life. Our door is always open, and we look forward to meeting you soon.
Progressive
Information not available
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
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.
Linbrook boys will benefit from an academic program that provides them with a strong foundation for future learning. Within our differentiated classrooms, curriculum expectations are individualized; teachers skillfully provide support and offer enrichment to suit each unique learner. Students are enthusiastically encouraged to put forth their best effort and reach their personal goals. At Linbrook, learning is a rewarding experience since content is meaningful and hands-on activities are regularly provided. Our diverse workspaces and student-centred instructional practices support boys’ learning styles and teach them to responsibly approach tasks. In addition, we stand by our small class sizes and proudly offer state-of-the-art technology.
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.
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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.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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
Not applicable
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
Heavy 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.
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.
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.
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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.
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Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Linbrook approach supports teaching methods and learning spaces that encourage movement, inspire the pursuit of knowledge, and offer a warm and supportive environment. With access to training by leading experts on boys’ education, our staff members understand and are passionate about how boys learn.
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.
Information not available
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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
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. | ||||
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
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
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.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
4%
0%
$6,500
$0
95%
100%
6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
No
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.
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.