|Young People's Theatre||Theatre Education Activities in Schools||YPT offers a wide selection of educational programming in schools including Pre- and Post-Show Workshops, Specialized Workshops and Residencies. These are all designed to provide students with a deeper understanding of a particular theme or arts practice, enhance their theatre-going experience, and provide them the opportunity to actively engage in creative drama. Pre- and Post-Show Workshops guide students through a series of drama exercises as a way to more deeply explore themes associated with a YPT production. Specialized Workshops and Residencies allow students to explore a specific theme or area of interest such as – but not limited to – acting, dance, stage combat, clowning, puppetry, design, prop building, playwriting or stage carpentry. YPT engages professional facilitators of the highest quality who have extensive experience working with young people using a diversity of artistic approaches. Subsidies can be made available. www.youngpeoplestheatre.ca|
|Right To Play Canada||Youth to Youth||Youth to Youth (Y2Y) is a platform for youth leadership within Toronto’s inner-city. It empowers youth to take the lead by harnessing the power of play to improve educational, health and employment outcomes for themselves and other youth in their community. Programming includes:
*Capacity Building - Y2Y trains and supports educators and youth workers to provide leadership opportunities and training to youth that is designed to develop skills, enhance confidence, and inspire youth to engage with their communities.
*Youth Voice - By creating a platform for youth leadership and youth voice, Y2Y supports youth who may be hard to reach or disengaged to re-connect and become role models in their schools and local communities.
*Outcome Based Play and Physical Activity – Using Right To Play’s methodology, Youth Leaders design and lead free play-based programs for younger children in their schools and communities. These activities are designed to be outcome based and educational, building toward more happier, healthier and more inclusive environments.
|Story Planet||Young Writers Project||Young Writers Project provides students the opportunity to develop their skills in creative expression and literacy through story making across a variety of different media which include writing, illustration, painting, poetry, spoken word, and digital media.
Students cultivate story-making skills through digital (web-based tools) and non-digital (publications). Students develop characters, setting, and central narrative, while writers and artists lend their extensive talents to provide students with inspiration. At the end of each workshop, participants produce a tangible evidence of their creativity in the form of a painting, sculpture, illustrated book, digital story, or film. Staff professional learning and observation opportunities may also be available.
|Swimmers Group||The Power of Print||Workshops, held both in-school and off-site at a publishing studio, help students understand the history of printmaking (Gutenberg) and the effects of printmaking today. Students learn about a publishing house, the skills required to run it and the importance of printmaking in society - despite our ever-growing reliance on digital information and consumption. At the end of the second workshop, students will prepare to have their own creative work 'published' (that is, made into a book) through the use of the printing press. The off-site workshops begin with a tour of the publishing studio, the equipment that makes mass-publishing and printing possible, as well as history on the first printing presses and how they operated compared to the machines of today. After creation of cover art, students will then have their works made into books, with the process shown live.|
|Project: Humanity Inc.||PH Verbatim Theatre||Workshops use Verbatim Theatre to help students explore their own voices, insights and stories. Verbatim Theatre-making techniques use improvisation, interviews, debates, and role-playing to generate material to be sculpted into a play. Professional theatre artist facilitators engage students in questions of social justice including examining privilege, colonialism, and systemic marginalization. Facilitators also introduce performance techniques that help students honour and animate perspectives of others through exploration of voice, physicality, movement, rhythm, character emotion and spatial storytelling. At the end of this workshop, students gain meaningful insights about ethical storytelling and realize their own ‘real-life’ narratives.|
|Stratford Festival||Learning Through Theatre||Workshops offer enrichment to the Stratford Festival's season plays with a focus on contemporary engagement with Shakespeare and Musical Theatre. They may focus on a genre or a specific play with an emphasis on key issues/questions explored and what they mean to students. They may include an introduction to fight choreography as well as an invitation for students to learn and develop particular dance choreography or vocal arrangements. All workshops are delivered by professional teaching artists through communal active exercises and hands-on exploration. Professional development workshops for staff and specialized customized workshops are also available.
|Parks and Recreation Ontario||HIGH FIVE||Workshops impart principles of healthy child development to students, teachers and parents. This workshop is designed specifically for front line leaders working with children ages 6-12. Facilitators cover key topics including: children's mental health, physical literacy, conflict resolution and bullying prevention. Participants learn how to incorporate physical literacy best practices into the classroom, program planning, communication, teamwork and problem solving skills. The HIGH FIVE® program is a recognized national quality standard in children's programs.
SHSM certification (for 2 certificates) is available.
|Behaviour Matters Inc.||Cool Tools||Workshops help students develop social skills alongside other aspects of social development, such as emotional regulation, healthy self esteem, leadership, and confidence. Facilitators share skills and strategies that include positive body language, active listening, cooperation, problem solving, positive coping/self-talk, assertive communication, and developing a growth mindset. Sessions include cooperative activities and games, role-playing, discussions, expressive art activities and the use of "The Empathy Toy" and resources. Workshops for parents are also available and focus on how to raise a socially-successful child through positive parenting, defeating defiance, coping with anxiety as a family, and teaching emotional regulation skills to their child.|
|Mary Living Outside||Discovering Life in the Soil||Workshops for grade 3-8 students explore the world of soils and the invisible soil ecosystem that supports all life. The workshops educate students on soil ecology and management, and deepen their understanding that this microscopic world is the foundation to long term soil fertility and resilience. Students take part in experiments to identify soil organisms and soil organic materials, test and amend soil.|
|Scientists in School||Scientists in School||Workshops for elementary students enhance curriculum and have students become immersed in inquiry: experimenting and learning alongside teachers and parent volunteers as they peer into microscopes, test their powers of observation; design pneumatic models to solve a problem; explore insect adaptations; experiment with levers and build bridges to their futures. Scientists in the Schools’ professionals bring specialized materials and equipment into the classroom, making the workshop hands-on for every child; and provide comprehensive Teacher Resource Packages that outline scientific concepts and provide extension activities easily implemented by teachers in the their own classrooms. All Scientists in School workshops, exclusive of the math offerings, are available for TDSB elementary schools. Approximately 50 topic choices are available.|
|Clarityofthoughtpublishing Ltd||Stand Up Man : Building Men of Good Character||Workshops creating safe spaces for small groups of young men to have dialogue on what it means to be a man. In our workshops we facilitate discussions and creative activities (writing, drawing, storytelling, spoken word) that promote positive development for boys and young men. Topics include self (acceptance, esteem, love and awareness), health (mental, emotional and physical); and, social inclusion, diversity, empathy and relationships.|
|Insight Global Education||Globalize Your Classroom||Workshops are interdisciplinary, linked to the Ontario curriculum and built off of the UN’s Sustainable Development Goals. The goal of each workshop is to foster global citizenship and lead youth to socially conscious, informed action. Our blended model of inquiry, empathy and simulation-based learning caters to the 21st century learner and aims to give students a variety of unique perspectives on our globalized world today. Workshop choices:
• Development 101: A Global Introduction,
• #GOALS: A Model UN Simulation,
• TAIFA: Mapping The History of Colonialism in Africa,
• Building Equity: Modelling Inequality and Resource Allocation,
• The Poverty Trap: A Walk in Someone Else’s Shoes (local or global context available),
• The Green Project: DIY Sustainable Development,
• Watch Where You Step: Mapping our Carbon Footprint,
• Extractivism: Climate Change and a Capitalist Economy
|York University||Making Science Fun!||Workshops are designed to excite students about STEM and ignite a genuine passion for learning. Students work in teams through guided projects and experiments to gain an understanding of STEM concepts. A variety of free elementary workshops are offered: Bacteria Biology, CSI: Classroom Scene Investigation, A-Mazing Circuits, Binary Secret Code, Water Piano, Circuit Harps, Musical Art Website Manipulation. Secondary workshops for a fee include: Careers in Interdisciplinary Medicine, Blood Science and Disorders, Chemical Clock Reaction, Digital Literacy, Prosthetics Properties and ADME Chemistry as well as customized workshops. Facilitators share related scientific research taking place at the university and discuss real-world applications of topics, making the learning relevant to students. Professional learning is also available. |
|Planned Parenthood Toronto||Sexual Health, Healthy Relationships, and Anti-homophobia Programming||Workshops and resource materials promote sexual health and healthy relationships, and support students in understanding and reducing homophobia. The goal is to provide youth with the information and skills they need to make informed choices for themselves. Facilitators deliver workshops on topics including: Building Healthier Relationships, Healthy Sexuality, Birth Control Options, Sexually Transmitted Infections, Sexual Readiness, and Safer Sex Negotiation. The Teens Educating and Confronting Homophobia (TEACH) program delivers peer-led anti-homophobia workshops that encourage youth to think critically about homophobia and heterosexism in their communities and the issues faced by lesbian, gay, bisexual, trans and queer youth.|
|Exacto Systems Inc.||Proliteracy.ca: Financing a Post-Secondary Education||Workshop provides innovative ways to plan finances for a post-secondary education. Topics include introduction to fundamental financial concepts, personal loan versus student loans, grants and scholarships, and strategies to reduce debt and manage finances responsibly. Students will have an opportunity to explore their desired career path and see the cost estimates and funding options available using the website proliteracy.ca.
|Youth Stars Foundation||Jouer En Santé||Workshop provides enrichment experience in French by bringing French facilitators who guide students through sport play and physical activity. Students learn French through performing drills, skills, circuit training, sports games, obstacle courses and organized team sports as well as nutrition and healthy living habit. Schools choose from multi-sport, soccer, baseball or basketball. The workshop provides a fun, active and engaging way for students to learn and practise French. |
|Snakes & Lattes||Board Games en français||Workshop provide a conversational French language opportunity for students by bringing into French classrooms French board games and having two French facilitators interact with students. Students learn French through the learning and playing of various board games. The program provides a fun and engaging way for students to learn French, and to speak with facilitators whose first language is French.|
|Community Arts Guild||Scarborough: Transformations||Workshop explores personal history and ancestry, community history and stories of Scarborough through art making. Students use poetry, visual arts and/or performing arts techniques to reflect on local history and their personal and ancestral connections to it. Students also explore their sense of belonging by considering cultural and geographical roots, voices from the past and present, faded memories, and current realities. Facilitators assist students in taking those reflections of their ancestral past to create poetry, visual arts piece or an improv presentation. For those interested in a workshop series, students develop ideas further into a larger artwork using textile, visual art and/or craft a performance. |
|Start2Finish||Run4Change:The Clinic,The Challenge, The Change ||Working with interested teachers and student leaders through an annual fall orientation, a spring 'mid-program' refresher, and localized support, this program provides physical literacy and effective DPA skills, knowledge and resources to inspire participating school communities in the 20/20 Challenge (20 minutes of fitness per day for 20 weeks), and localized or central culminating run events, that tie physical fitness and well-being with social justice. Progressive programming inspires determination, resiliency, goal-setting and perseverance, and students seeing themselves as change agents. A motivator for culminating events is awareness-raising or fundraising for a social justice cause of the school's choosing. |
|Toronto Alliance for the Performing Arts||Theatre Careers||Working in the Performing Arts is a viable career option! This presentation and interactive discussion informs students of opportunities available to them within the Toronto-area performing arts industry. Various potential career paths are described by theatre professionals, which includes a Q&A. Discussion topics to be covered: Why a career in Theatre? What is it like to Live and Work as an Artist? Presenters provide stories of first hand, real-world experiences in a performing artist's life: auditions; supplementary jobs; how to get an agent; differences between working on stage and working on film; professional standards and agencies such as unions; resources and tips for getting involved while a student; and, overcoming the stigma of the “starving artist”.|
|Covenant House||Human Trafficking Prevention & Awareness ||While homeless youth are at high risk of being trafficked, unsuspecting young people, mostly girls, are being lured online, in malls and from schoolyards. Trafficking victims can come from any background and can be lured by predators posing as romantic partners or friends. This multimedia presentation introduces sex trafficking as a local issue, affecting our communities and our young people. It features a video dramatization of the real life experience of a young victim. Presentation is tailored with age-appropriate information, advice, and resource materials to increase protective factors through awareness, for grades 7 - 12.|
|ProjexIT Corp.||Project Management for Secondary Students||Whether students are leading teams, or joining teams, project success depends on doing more than produce project results. Students also need to manage projects. Project Management (PM) is a set of methods to apply the knowledge, skills, tools and techniques needed to plan and execute successful projects. They enable students to reliably deliver agreed upon results on time and within budget. Great for any class interested in developing students organizational and life skills; as well as for Business/Entrepreneurship classes. A school assembly presentation which provides an overview of the knowledge and skills needed for 'Project Management' can lead to interested individual classes being introduced to Project Management concepts in more depth through a workshop series of five hours or a full day hands-on experience in their school's computer lab focussed on creating a plan for a project of students' choice.
|Learning for a Sustainable Future||Empowering Our Children to Change the World||We'll explore all types of sustainability issues and what young people can do about them to make real, positive change and make our world a greener, happier and healthier place! These special sessions are designed to 'jump-start' classroom "environmental action projects". Topics for these sessions include: Getting started with your climate change project.Electricity Conservation & YOU: Performing an energy audit; No Idling at School: Organizing a campaign to reduce emissions; Food for Thought: Growing local food to reduce food miles; Action Projects: How To . |
|WE Charity||WE Schools||WE Schools programming includes free presentations for student and staff audiences facilitated by motivational speakers with in-depth knowledge of a variety of global issues. Professional learning sessions focus on creating student leadership and ‘service-learning’ opportunities. Through these presentations, students and educators gain an understanding of the root causes of social justice issues such as hunger, poverty, and access to education. They are also encouraged to explore, plan and implement at least one local and one global action, and celebrate its’ positive social impact! All sessions include curriculum and resource materials through a WE Schools Kit. |
|Canadian Roots Exchange||Wampum Knowledge and Treaty Education Workshops||Wampum Knowledge Workshop teaches students about the historical importance of the Haudenosaunee (one of the Indigenous nations that are the original stewards of the City of Toronto) wampum and its relevance to First Nations culture; and, how wampum was used as a tool for negotiations in initial relationships between Indigenous peoples and European settlers. Afterwards students design their own wampum using templates provided, and share their significance with one another.
Treaty Education Workshop: Students learn what treaties are and how they are tied to the foundation of Canada; what territories have treaties and what areas that are still without (such as Ottawa). Students discuss Canada’s obligation to upholding the treaties which allowed for the creation of the country. Because the workshops will be led in Toronto, we will focus on the Dish With One Spoon treaty and Treaty 13A. Youth will be asked to create their own treaty as if they were negotiating with new settlers, and share them with their peers. |
|York University||Wabaan _ Indigenous Initial Teacher Education ||Wabaan is an Anishinabe (Ojibwa) word meaning it is tomorrow. It signifies commitment to a holistic program of teaching and learning that acknowledges the impacts of colonialism, and draws on the wisdom of ancestral teachings and contemporary leaders to put Indigenous futures into Indigenous hands. Rooted in Indigenous Thought, Wabaan will provide traditional and contemporary teachings from Indigenous Elders, educators, and community leaders. Responding to the urgent and long-standing need for a teacher education program that centers Indigenous worldviews, knowledges and pedagogies, York will work with TDSB Aboriginal Education Centre, teachers and students to support the development of a program that will educate a new generation of teachers prepared to address the needs of First Nation, Métis and Inuit students, families and communities. |
|Vanessa Barnett & Elena Soni||Making Art Making Change||Vanessa Barnett and Elena Soni lead culturally-relevant arts-based workshops dedicated to students’ authentic voice using mixed media as a means of creative exploration and communication. Facilitators collaborate with teachers to identify a focus for the projects and deliver workshop series that develop these ideas. Experimentation with different materials and art mediums is an element of the art making. Materials utilized are video, sound, performance, textiles, and found objects. Students explore their own vision and imagination to create and present their unique artwork.|
|Mentoring Juniors Kids Organization||MJKO Mentoring and Leadership Programs||Using the Long-Term Athlete Development framework, the program enhances students’ physical literacy by teaching them the fundamentals of the sport of boxing, introducing them to the training requirements of a boxer, and demonstrating the various levels of competitive training. The program also develops students’ social well-being and includes interpersonal skills development. Each class engages participants in physical activity such as skipping, shadow-boxing, calisthenics, mental-skills training, and learning to respect peers and does not have any physical contact between students.|
|BAM Children's Entertainment Inc.||Anti-Bullying and Black History Month Workshops||Using the dramatic arts, students are taken on a theatrical journey to help to instill them with tools and strategies to deal with bullying and difference. Performances include: The Yellow Bus – students witness Aunty B facing the challenge of being bullied because she has a learning disability. Chocolate Swirl- Little B faces racism and abandonment because of her skin colour. The story is based in Halifax, Nova Scotia. Sweet Clara- In this story, Sweet Clara takes the risk to find her freedom. Students will be encouraged by the story of hope and equality. Freedom on the Menu is a one-woman show using an animated style of storytelling. An historical story that takes place in the 1960s, Connie tells about the struggles her and her siblings faced alongside Martin Luther King Jr to create equal rights and opportunities for everyone.|
|Arts Etobicoke||Innovative Arts||Using technology and innovative approaches, students are introduced to new perspectives in dance, music and visual arts. Facilitated by leading professionals in their artistic fields, a variety of projects educate students on the use of new technology and computer tools to further develop their artistic skills in spoken word, visual art, movement and music. Students explore pre-determined themes to create their own unique work of art. Each project may culminate in a performance, showcase or exhibit of student works.
2018/19 projects include: Listen Up! Pure Data and Augmented Reality Project.|
|Cyber Smart Canada Inc.||Cyber Smart Youth||Using our SMART model, sessions empower both kids and caring adults with a powerful digital mindset that will help them avoid almost any digital issue (both now and in the future). These interactive seminars includes what every student and their mentors needs to know to stay safe online. Cyber Safety has specially designed programs for students in grades 4 - 8 as well as for caring adults with students in elementary, middle, and secondary school communities.|
|CANVAS Arts Action Programs||RelatABILITY||Using an anti-oppression framework to deliver arts-based workshops on gender, sexuality, consent and body image for students to understand and reduce sexual violence, homophobia and transphobia. Through accessible theatre, improv and storytelling, students explore societal pressures, gender norms and expectations, open communication and consent and LGBTQ2S+ inclusion. Students learn practical tools to address these topics while creating an arts project that encourages positive self-expression. Workshops use a flexible model to engage all learning styles. A ten-week workshop series is available to students with exceptionalities (physical and/or intellectual needs) called, “Celebrate Body Positive Storytelling”.|
|Anthony McLean||Bullying & Conflict: What's the Difference?||Upbeat and high impact presentations use audience interaction, comedy, pop culture, and “freestyle” raps to keep students engaged. This bullying prevention presentation distinguishes between bullying and conflict. It provides bystanders with practical anti-bullying strategies; and coaches students on how to use social media wisely. It combines powerful teaching with clean entertainment that touches on themes of diversity, masculinity and mental health well-being in the context of distinguishing between conflict and bullying. Presentations for parents are also available, so that they do not overuse the term "bullying". |
|University of Toronto||Imani Academic Mentorship Program||University of Toronto Scarborough Campus (UTSC) mentors offer academic and social support to African Canadian youth in middle and high schools located in East Scarborough. UTSC student mentors provide academic support for and build confidence in TDSB student mentees, especially for those students who are at-risk on not graduating from secondary school. UTSC mentors provide homework help, one-one mentoring and afterschool groups at selected elementary and secondary schools. TDSB students may be invited to participate in events at UTSC.
The program’s goal is to support the academic needs of a student population that historically has been underrepresented at postsecondary education institutions. |
|Unity Charity||UNITY Day||UNITY Day starts with a high-energy, interactive, performance-based and motivational school assembly led by five professional artist educators, who perform and share their personal stories of how the Arts can be a positive outlet for change and stress management in our lives. Following the morning assembly, four afternoon class-size workshops in Hip-Hop, Break-Dancing, Spoken Word poetry, and Beatboxing are available. These workshops challenge students to express themselves creatively by learning something new, and perhaps stepping out of their comfort zone with their peers.
|Youth Without Shelter||One Youth at a Time: Homelessness and Breaking the Barrier||Uniquely designed, age appropriate presentations for grades 3 - 12 are delivered to raise awareness and break down the myths and stereotypes associated with homeless youth. Students are introduced to the realities of youth homelessness; receive information on available community resources; and are provided with information on the ways that students can provide support to an issue impacting their peers. |
|University of Toronto||Blues Buddy Up||U of T's Varsity Blues student athletes deliver presentations on fair play and coping skills to become a successful athlete and student. The presentations address showing respect for others, working collaboratively, taking responsibility and using coping and adaptive skills when confronted with challenges. During the hour-long presentation, students are divided into groups and complete activities connected to the themes of Believe, Learn, Understand, and Excel.|
|George Brown College||Generating Success for Farm to School||Two workshops offered by George Brown College chefs. One workshop focuses on nutrition theory, health and food literacy to achieve a better connection between this knowledge and students’ own health and well-being. Second workshop provides culinary training, demonstrations and hands-on cooking activities for students to build on their culinary skills and work alongside a professional chef. Students will have an opportunity to watch a chef demonstration and have the opportunity to recreate recipes and share with their fellow students.
|Canadian Roots Exchange||Colonization Past & Present: 100,000 years before Canada's 150th||Two workshops are available for secondary school students:
The history of Aboriginal/Indigenous peoples dates back thousands of years on Turtle Island (North America) and one workshop will look at land markers and artefacts that prove this. With Canada turning 150 years old, a lot of the focus on the history of this land has been on a colonial timeline and hasn’t adequately included rich history that pre-dates European contact. This workshop aims to ensure that Indigenous history is not further ignored, and will explore the richness and migration of First Nations, Metis and Inuit communities leading up to confederation. We will finish with a reflective component, which will ask the youth to think about ways we can include the original peoples’ content in the celebrations of this land.
A second workshop, examines how colonization has negatively impacted the governance structures, communities and populations of Indigenous peoples. To understand the modern issues that First Nations, Metis and Inuit face, we must know the history of violence and oppression that led their people to their current realities. Facilitators will take the class through a timeline of what life was like for Indigenous peoples during the stages of colonization by European settlers and how this continues today. This timeline will also highlight important points in history including the achievements and struggles of ethno-cultural communities in Canada.|
|Latin American Art Projects||Art of the Americas||Two sessions from local artists expose students to artistic techniques and cultural histories from Latin America and the Caribbean: 1.The Art of Papel Picado - Led by artist Jesus Mora, Papel Picado is a decorative craft made by cutting elaborate designs into sheets of tissue paper. Papel picado is considered a Mexican folk art and is commonly used to decorate during Día de los Muertos celebrations. 2. Latin American Contemporary Movement - With focus on identity and challenging stereotypes of Latin American dance and culture, choreographer Irma Villafuerte focuses on impulse, creative movement, and finding authentic ways of listening, creating and storytelling with one's body and Latin American music. |
|MADD Canada||Impaired Driving School Assembly||Two presentations educate students about the harmful risks associated with substance use and impaired driving. One presentation, “School Assembly” informs students about the real risks associated with alcohol/drug use and driving or being a passenger in a vehicle with an impaired driver. Trained facilitators raise awareness and provide safety strategies so students learn to make wise, safe and healthy choices. For those seeking more information on cannabis and driving a second presentation in a classroom-style format is available called, “Weed Out The Risk”. Following each presentation, trained facilitators and/or MADD representatives will lead a Q&A with students. Presentations may also be delivered in French.
|Rita Dagenais||Treaty Making in Canada||Treaties have been signed since 1701 and are still being negotiated today. Every treaty tells a story. The presentation focuses on WHY treaties were signed, with an emphasis on the perspectives of the indigenous signatories. These sessions provide a brief over-view of the history of treaty making, beginning with the Peace and Friendship Treaties signed during the Seven Years War. But I focus primarily on the land cession treaties whereby indigenous nations surrendered ownership (aboriginal title) of their lands to the Crown. The government wanted to acquire Indians lands to allow for the building of railways, resource development and settlement. I explore the issue of why indigenous people would sign these treaties. The only way to answer this question is to understand the circumstances faced by indigenous groups just prior to signing these treaties (disappearance of the buffalo, starvation, epidemics). Focus is on 2 treaties: Treaty 6 signed by the Cree in 1876 and Treaty 7 signed the following year by the Blackfoot.
|Tre-Lystikz Inc.||imPower 2day||Tré Armstrong, a celebrity, Canadian choreography, actor and dancer, leads interactive self-empowerment assemblies and dance workshops to share her story of channeling her survival from abuse and her passion for dance into a successful global career. In this three-part series, dance is the medium for engaging youth in action-oriented building of critical life skills. The first session provides students a new form of movement and prepares them for a performance for a school assembly. The second session is an assembly featuring both the student performance and a motivational talk from Tré Armstrong who shares her own story, the "power of Choice", and, a few tools, strategies, actions and affirmations that cultivate the life skills of self-awareness, self-confidence, self-efficacy: self-empowerment! Finally, session three is a follow-up visit by Tré Armstrong. Program is suitable for Black History Month. |
|Toronto Public Library||Library Outreach and Literacy Programming||TPL Outreach and Community Education staff facilitate literacy programming with Kindergarten and Grade Four classes; and, in secondary schools. Presentations foster a love of reading as a lifelong activity; raise awareness of the library as a community and school resource; and, encourage students and their families to get library cards. Collaborating with TDSB school libraries, TPL literacy programming introduces the library as a fun destination with friendly staff who can help and support students and their families with resources and opportunities to participate fully and equally in their schools and communities despite challenges which can include poverty and language barriers.
|Théâtre la Catapulte||Productions théâtrales en français||Touring Franco-ontarian production, performed by professional francophone artists from the Ottawa region and delivered in French. Students enhance French language skills while exploring current societal themes. Each production uses rich, inspirational materials to engage and provide a meaningful experience to youth audiences. Following the production, a question and answer session led by artists, provides an opportunity for students to learn more about the French arts industry and themes from the production.|
|Toronto Pflag||Promote Awareness of LGBTQ students and inspire allies||Toronto Pflag moms provide workshops that begin with the story of their LGBTQ child and their experiences at the age of the students in the audience. For elementary grades, the arc of the story deals with bullying. We go through scenarios to encourage students not to prejudge and instead look for opportunities to talk to each other. Younger students are asked to problem-solve for the bullied child: how could we make their school day happier? With older students and high school youth, Pflag introduces definitions; what it’s like to have a crush on someone of the same gender; we talk about coming out and why it’s hard to do; we encourage role modelling that is not homo- or trans- phobic; and, the power of allies.|
|Kiwanis Music Festival Association ofGTA||Toronto Kiwanis Festival||Toronto Kiwanis Festival provides students with enhanced learning and performance opportunities in music, dance and speech arts in competitive and non-competitive setting. Several schools' host the Festival annually during instructional time throughout two weeks in February - March. |
|Tools for All Teens||Tools for All Teens||Tools for All Teens is a self-empowerment program which provides teens with wellness activities and tools such as yoga, mindfulness meditation and journaling to assist them in calming their minds and bodies. These tools enable youth to better manage stress and enhance their mental health and well-being. Mindfulness activities are used to support students’ engagement and improve learning and success, while teaching important life skills in self-awareness.
Sessions can also be provided for staff teams, and for parents, as scheduled.
|Consulate General of Portugal_Camoes I.P||Portuguese Language, Arts & Culture ||To motivate students in the learning Portuguese and to provide an overview on the importance of Portuguese arts & culture in various places around the world where Portuguese is spoken, presentations for students; professional learning for staff; and, resources and language certification opportunities are provided. Delivered by Portuguese authors, language professors, diplomats, or government of Portugal V.I.P. guests; as scheduled, these presentations engage and motivate students in learning about Portuguese culture, and in developing skills in the speaking, reading and writing the Portuguese language. |
|Education of the Next Generation||ENG Dance Education||To motivate and inspire the next generation of students through the art of dance.ENG workshops focus on the concepts of Creating, Presenting and Dance/Movement Foundations. Creativity activities allow students to express themselves through movement; and then students present and perform dance routines to their classmates. Fundamental dance vocabulary is introduced in their selected dance style. We focus our education on the elements of dance (body, space, time, energy, and relationship) that are emphasized in each grade level, making our workshops grade-specific. We rely on the curriculum as a guideline to educate students through the art of dance and inspire them to develop their individual creativity.|
|Variety Village ||Run Jump Throw Wheel Program with Variety Village||To introduce Variety Village and our run jump throw wheel program to our community schools with the intention of running a community event at Variety Village.
The Run Jump Throw Wheel instructor course helps primary school aged children to develop agility, balance, coordination and speed, instilling the capacity and desire for them for daily play and to be physically active.
The teacher resource is separated into three sections: running, jumping, and throwing with five levels of skill development. These sections provide fundamental movement techniques that will benefit children's physically active lifestyle, and encourage them to remain physically active.
Students with disabilities will also be included in the program, as the Run Jump Throw Wheel program has been adapted to accommodate people with disabilities.|
|Centre for Gender and Sexual Diversity||LGBTQ-Ally Youth Training Forums||To engage school communities in eliminating all forms of discrimination that youth face, each forum is a one-day event that addresses topics such as homophobia, transphobia, transmisogyny, bullying, violence and discrimination in schools.During the forums, students participate in workshops on the following topics: Conflict Resolution & Transformative Justice, Communal Art Project, Advocacy, Event Planning, Disability & the Arts, Faith & Spirituality, Newcomer Issues, Relationship Game, Gender Play. Participating students and staff are invited to attend the Dare to Stand Out: The Gender and Sexuality Alliance Forum, a week-long training in May of each year. Participating teachers are invited to attend a professional learning conference in April of each year.|
|Toronto Inuit Association||Inuit Cultural Programming and Resources||TIA and AEC collaborate to co-design/co-produce Aboriginal Education resource materials and programming with an Inuit content focus. Inuktitut Language Instructors to provide classes for interested students and Inuit Cultural Activities as unique learning opportunities. Activities that occur during instructional time, are scheduled and promoted by the Aboriginal Education Centre (AEC) as curriculum enhancement and student engagement programming. Other TIA programming & Inuit Community development activities are available outside of instructional time at the AEC for students, families, the community through permit.
|Youth Fusion ||ICT Gaming Design||Through Youth Fusion sessions with post-secondary mentors and industry specialists, secondary students develop real-world employable skills in a variety of ICT sectors. Information, Communications & Technology (ICT) learning is enhanced through learning how to design and its practical applications. Students form teams and go through the entire process of developing, testing and marketing a video game. They receive training in numerous disciplines such as graphic design, level design, coding, and software development from industry leaders, contributing to a rich learning experience for all participants. This program is tailor-made for young people, who in addition to being exposed to careers options in the video game industry, also learn soft skills like teamwork and creative problem solving.|
|Herbert H.Carnegie Foundation||Future Aces||Through workshops, assemblies, professional learning sessions and scholarships, this program encourages students to pursue educational and personal goals, and become self confident and responsible citizens. ‘Future ACES’ is a proactive, character-building program that assists students in developing leadership skills, good citizenship and positive daily life skills that reduces the incidences of bullying, racism, cultural and religious intolerance. Programming activities are in six components, and include: school-wide assembly for students, professional learning sessions for staff, action workshops and student leadership conferences. Participating schools commit to a full year of various activity.|
|AgScape||Agri-Food||Through various interactive STEM-focused activities, students learn about the importance of agriculture and food systems, while developing a 21st century mindset in these free workshops. Certified facilitators, in both teaching and agriculture, deliver a choice of twelve topics: local food, food security, food safety, business and economics of food, climate change, environmental initiatives, agriculture in Canada, conventional and organic agriculture, animal health and welfare, biotechnology, technology and innovation, and career in agri-food.|
|Sunnybrook Health Sciences Centre||Using Literature as an Innovative Tool for Teaching Mental Health Literacy ||Through this partnership programming, educators learn how to impart basic Cognitive Behavioural Therapy (CBT) skills and general mental health literacy to middle-school age youth through an engaging professional learning session and follow-up coaching designed for English/Literacy teachers and middle school staff teams. Students’ mental health and wellness can potentially be safeguarded and enhanced through increased teacher awareness, knowledge, skills, and via curricula that embed mental health literacy components within a literature unit. |
|School Heroes Unite||School Heroes Unite Assemblies||Through the use of magic tricks, storytelling, music and short videos, a core message of heroism, teamwork, kindness empathy and preventing bullying is shared with students. Students and staff have the opportunity to take part in fun games, magic and brainstorming to explore how to prevent bullying in their schools. Students help to create an action plan for their classrooms and school to perform small acts of kindness that have a much larger impact on creating caring schools.|
|WonderPhil||Internet Safety Magic Show||Through the art of magic, infused with comedy, this presentation introduces students to the concepts of internet safety, and why they need to be mindful of their online presence. Concepts that include Personal Information, Passwords, and the Permanence of an Online Presence, are discussed, described, illustrated in a fun way. 'Think Before you Click' is the motto. Magic and comedy is the vehicle to drive the ideas home. |
|Toronto Wildlife Centre||Wildlife Centre Presentations||Through discussions and activities that are designed to encourage critical thinking and broaden student learning, the presentations explore a variety of curriculum connections. Presenters discuss myths and truths surrounding urban wildlife, raise awareness of the urban ecosystem and promote understanding and compassion towards wildlife.
The one-hour long presentations examine environmental issues that affect wildlife. Students learn of real patient cases at the Toronto Wildlife Centre, the reasons animals need help and what happens at the wildlife hospital. Students also learn what they can do to help wildlife and will have a hands-on experience with TWC`s animal ambassador, a large species-at-risk snapping turtle.|
|TakingITGlobal||Connected North||Through collaborative project based learning, Taking IT Global develops unique content and connections for schools in the north and south to access cultural exchange opportunities and curriculum enhancement north to north connections. Educators are supported in the use of collaborative technology for professional learning, mentorship and incorporation into the classroom. Professional learning experts and peer mentors can instruct and interact with teachers in remote locations, providing them access to expertise that might otherwise have been very difficult to acquire. Students in class connect through online video-conferencing with one another's classes, schools and locations.|
|Join The Dance Canada||Dancing Classrooms||Through Ballroom Dancing learning students in grades 5 - 8 heighten their dance skills, kinesthetic and cognitive development, and social-emotional learning. Through a series of sessions that nurtures mastery of an art form in a fun learning environment, Dancing Classrooms fosters respect, teamwork, confidence, politeness, a sense of joy and accomplishment. Essentially, the series is designed to “teach life skills wrapped up in ballroom dance.” Engaging in ballroom dancing focuses children’s physical energies and increases health through the joy of movement. Workshops create safe spaces of inclusivity. After a series of sessions, a culminating event for the school community is organized. The effect of Ballroom Dancing on students’ social-emotional learning become apparent to their parents with the events demonstration of their enhanced cooperative and collaborative skill, social confidence, self-discipline, focus, and enthusiastic engagement.|
|Vujade Entertainment Inc.||Puppets Cool! Toons! ||Three choices are available in these Media Arts, Creative Design, Animation and Tech workshops using Puppetry design, creation and story-telling. Students learn in a creative, multimedia production process. Culminating activity includes students producing original film and other story-telling media using the puppets (and characters) they create. For secondary students, a more comprehensive look at mechanical puppetry and animation is explored; how it works with technology and STEM concepts, and the intricacies of these media arts. Details can be found at www.puppets-cool.com
|The Yoga Project||Normalizing Yoga & Mindfulness in Education||This workshop teaches yoga, breathing and mindfulness techniques through spontaneous movement and a structured approach. The program incorporates yoga poses and movements, breathing exercises, mindfulness exercises, song and games for the younger students, and challenging yoga poses and partner work for older students. A large focus is placed on stress-reduction, mindfulness, and celebrating uniqueness. Professional development opportunities are available to staff.|
|Chess Institute of Canada||Bringing Chess to Life||This workshop series uses the game of chess to cultivate the development of essential life skills in students. CIC is the only organization in Canada that is licensed to use the Chess World Curriculum® that explicitly makes connections between chess and life. Through chess presentations and lessons, related physical activities, individual exercises and group discussions, tournaments and challenges, practise and play, students foster positive attitudes towards learning, independence and improved self-image. The program fosters self-reflection and respect for others, helping students to develop positive attitudes towards a variety of life challenges. The confidence that students gain leads to success in academics, relationships and athletics, as well as healthy life choices. |
|Centennial College||Active Lifestyle Through Sports||This workshop series provides students with life skills and physical exercises to increase health and well-being from student-athletes from Centennial College, Athletics and Recreation department. Student-athletes mentor students and share stories and experiences on how sports help them achieve their goals. Life skills topics include: goal setting, teamwork, time management, conflict resolution, leadership and anti-bullying. The second set of workshops aims to enhance students’ physical literacy where mentors introduce students to new equipment, proper technique and drills under the supervision of the school Physical Education teacher.|
|Daniel Consulting Group||The Bridge||This workshop series is available for participants who racially identify as African, Black and Caribbean, to support personal, academic and career development through the use of a wide range of life-skills programming. The Bridge program centralizes the development of positive racial and academic identities which have been shown to enhance academic engagement and success. Workshop themes will include understanding racial identity; leadership development; networking; community engagement; academic and career planning. These supports and skills will help participants more concretely explore post-secondary decisions and long-term career planning.|
|Earlscourt-Creche Child Developmen (CDI)||Integra Program||This workshop is suitable for teachers and parents who work with students who have learning disabilities and who are interested in increasing their knowledge on building mental health strategies. These interactive workshops promote interaction and an active approach to learning to give participants a practical understanding of how learning disabilities may affect mental health and everyday life. Available workshops include: "Walk a Mile In My Shoes", emotion regulation, executive functioning, understanding memory, moods, understanding anxiety, social impact, bullying, social media and technology, supporting advocacy and self-determination, understanding assessments and tailoring therapy. |
|Project ASSIST||The Healing Tree Art Project||This workshop aims to promote the health and well-being of newcomers. Students are guided to communicate their feelings and experiences and particular challenges they may experience as a newcomer through drawing. Students will listen to the stories from their peers and find some common ground and understanding. The exercise will finish by asking students to reflect on their aspirations and goals to feel confident in a bright future. This workshop is guided by an english/arabic-speaking facilitator.
Professional learning is available to staff on the topic of bridging cultural understanding, learning about newcomer viewpoint and strategies for working with the newcomer population.
|Inna Gertsberg||Draw Me A Monster ||This visual arts workshop focuses on developing students' creativity through drawing imaginary characters based on their classmates’ descriptions. This workshop utilizes individual, pair/group work, discussion and sharing of experiences and culminates in a presentation to the class. Presentation of favourite monsters in pop culture eases fears of monsters. Students work in pairs to identify the main characteristics of a monster and draw interpretation of each other's descriptions. The workshop culminates in each author reading the description while the illustrator reveals the drawing to the class. Art is then presented to each author; everyone makes art and receives art.|
|The Wynford Group Inc.||Build Character, Build Success||This three-part programming builds more inclusive school communities through deepening students’ understanding of character attributes. First, a ‘recess planning session’ for student leaders and a staff designate to brainstorm games and activities that all students can participate in safely and where no one is left out. Second, these planning sessions lead to the collaborative facilitation by student leaders, staff designate and the Wynford Group of an all-inclusive recess event with the entire elementary school. Third, a follow-up debriefing session and ongoing support for similar events led only by TDSB students and staff, is provided to schools. |
|Igho Diana||E.G.O. Spoken Word||This spoken word workshop explores elements of written and performance poetry as a creative practice. Students learn different writing techniques for self-reflection; the art of storytelling; and performance-based poetry as tools for building self-confidence and self-efficacy. |
|Canadian Roots Exchange||Everyday Reconciliation and Solidarity ||This session is a hands-on session that will present groups with different calls to action from the Truth and Reconciliation Commission (TRC) report that was released in the summer of 2015. To start, facilitators will provide a brief presentation of what the TRC is and its implications on the relationships with Indigenous peoples and settlers. The class will be divided into smaller groups, who will then be provided with one of the 94 calls to action published by the TRC. Each call to action comes with a set of questions to get youth thinking about how they can implement the findings of the report and how we can all be in solidarity with Indigenous peoples. Groups will brainstorm on chart paper, and then report back to the larger group. After presenting, each group will be provided with another call to action and begin the process of thinking about how we can implement those actions into our schools, communities and in everyday life.
Our sessions are always co-facilitated by Indigenous and non-Indigenous facilitators. We emphasize this shared model of leadership and experiential education in order to provide holistic approaches and diverse perspectives on issues that impact our communities. In all of our activities, we believe that dialogue and cultural representation is necessary to fostering understanding and reconciliation.|
|University of Toronto||Professional Learning on Math Anxiety: Relationships Between Emotion and Cognition ||This seminar helps teachers develop an understanding of the presentation of math anxiety and to help students who experience intense emotions during mathematics. Graduate post-secondary students from University of Toronto lead a half day presentation on the causes of math anxiety, how to improve performance in mathematics specifically in students who are vulnerable to experiencing intense emotions and anxiety, and strategies to reduce teachers’ anxiety in mathematics. Teachers learn strategies and learning tools to use in the classroom to decrease students’ anxiety and benefit students’ performance in mathematics. Follow-up with staff occurs to review the impact of practice and how staff continue to support students.|
|Joan Barrington||Light Hearts-Healing Play||This resiliency workshop teaches techniques through 'clowning' to reduce students' stress and nurture well-being. Students are engaged in the program through improvisation activities i.e. role playing, theatre games in group settings, storytelling, and confidence-building activities. These exercises encourage and help develop a positive image of themselves, leading towards better relationships with their peers and the greater community. The workshop sessions are customized in order to fit the particular needs of students and educational criteria.
|In The Mix||Music & Dance Video Creations||This project-based workshop combines Hip Hop dance with an introduction to creating a dance music video using a tablet. The facilitator begins by teaching basic choreographic dance sequences that explore rhythm, physicality and movement so students can then work in small groups to create their own dance routine. Next, the facilitator teaches the music video production process which includes how to film, record, edit and splice. Using the In The Mix music-video app, students film and edit their ensemble dance routines to create their individual dance music video. This workshop emphasizes collaboration, team work and decision-making skills through the entire project. |
|Dale & Associates Interior Design Inc.||Interior Design Presentation & Workshop||This programming raises students' awareness of the Interior Design profession, expands their knowledge of career opportunities in Design; and, develops their creative skills. Combining an enhanced knowledge of Interior Design, with developing creative skill through a practical and hands-on exercise, this partnership programming is delivered in a singular presentation or in a three-part workshop series that allows students more time with Designers as they complete and share the projects that emerge from this new knowledge and skill-development opportunity. The series is ideal for grades 11 or 12 arts students who already have an understanding of drawing and perspective.
|Seneca College||Community Services Student Placements||This program provides field placement opportunities for students in the Social Service Worker, Behavioural Sciences and Social Service Worker Immigrants and Refugees programs at Seneca College. Field placements within TDSB sites provide Seneca students who are considering a career with youth, including youth with special needs, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms and other sites. |
|Humber College||OTA/PTA Field Placements||This program provides field placement opportunities for students in the Occupational Therapy Assistant/ Physical Therapy Assistant program at Humber College. Field placements within TDSB sites provide Humber College students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the health and wellness strategies employed in classrooms. These placements satisfy course requirements for field placement experience. Field placement students collaborate with TDSB OT/PT staff to enhance their understanding of classroom strategies; to plan and implement activities for students; and to foster positive relationships with students, staff and parents.|
|Humber College||DSW & SSW Field Placements||This Program provides field placement opportunities for students in the Developmental Services Worker, Social Service Worker, programs at Humber College. Humber students who are considering a career with a special needs population are placed in TDSB schools and have an opportunity to gain direct experience in understanding the learning strategies employed in Special Education classrooms for students with developmental disabilities. |
|Centennial College||DSW, PSW, RPN and SSW Field Placements||This Program provides field placement opportunities for students in the Developmental Services Worker, Personal Support Worker, Registered Practical Nursing and Social Service Worker programs at the College. College students who are considering a career with a special needs population are placed in TDSB schools and have an opportunity to gain direct experience in understanding the learning strategies employed in Special Education classrooms for TDSB students with developmental disabilities.|
|George Brown College||Community Worker Field Placements||This program provides field placement opportunities for students in the Community Worker program. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms. Field placement students collaborate with TDSB staff to enhance their understanding of curriculum; to plan and implement activities for students; and to foster positive relationships with students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience. |
|George Brown College||Career Development Practitioner Field Placements||This program provides field placement opportunities for students in the Career Development Practitioner programs at George Brown College. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms. Field placement students collaborate with TDSB staff to enhance their understanding of curriculum; to plan and implement activities for students; and to foster positive relationships with students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience. |
|George Brown College||Behavioural Science and SSW Field Placements||This program provides field placement opportunities for students in Community Services and Health Sciences programs at George Brown College. Field placements within TDSB sites provide George Brown students who are considering a career with youth, including youth with special needs, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms. These placements satisfy course requirements for field placement experience. |
|Centennial College||Child and Youth Care (CYC) Field Placements||This program provides field placement opportunities for students in Child and Youth Care post-secondary programs. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms. Field placement students collaborate with TDSB staff to enhance their understanding of curriculum; to plan and implement activities for students; and to foster positive relationships with students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience.
Child and Youth Care field placement students may support TDSB students at any of the following activities: workshops; presentations; life skills development projects, campaigns and/or resources development.
|George Brown College||Child and Youth Care (CYC) Field Placements||This program provides field placement opportunities for students in Child and Youth Care post-secondary programs. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms. Field placement students collaborate with TDSB staff to enhance their understanding of curriculum; to plan and implement activities for students; and to foster positive relationships with students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience.
Child and Youth Care field placement students may support TDSB students at any of the following activities: workshops; presentations; life skills development projects, campaigns and/or resources development.
|Humber College||Child and Youth Care (CYC) Field Placements||This program provides field placement opportunities for students in Child and Youth Care post-secondary programs. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms. Field placement students collaborate with TDSB staff to enhance their understanding of curriculum; to plan and implement activities for students; and to foster positive relationships with students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience.
Child and Youth Care field placement students may support TDSB students at any of the following activities: workshops; presentations; life skills development projects, campaigns and/or resources development.
|Sheridan College||Child and Youth Care (CYC) Field Placements||This program provides field placement opportunities for students in Child and Youth Care post-secondary programs. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in classrooms. Field placement students collaborate with TDSB staff to enhance their understanding of curriculum; to plan and implement activities for students; and to foster positive relationships with students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience.
Child and Youth Care field placement students may support TDSB students at any of the following activities: workshops; presentations; life skills development projects, campaigns and/or resources development.
|Seneca College||Immigrant & Refugee Studies SSW Field Placements ||This program provides field placement opportunities for Seneca College Students in the Immigration & Refugee Studies Social Service Work program. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in TDSB sites. Field placement students collaborate with TDSB staff to enhance their understanding; to plan and implement activities; and to foster positive relationships with TDSB communities: students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience.
|Seneca College||Library and Information Technician Field Placements||This program provides field placement opportunities for post-secondary students in Library and Information Technician programs. Field placements within TDSB sites provide post-secondary students who are considering a career in their specialized area, an opportunity to gain direct experience in understanding the learning strategies employed in schools. Field placement students collaborate with TDSB staff to enhance their understanding of curriculum and information/resource needs; to plan and implement activities for students; and to foster positive relationships with students, staff and parents. These placements satisfy post-secondary course requirements for field placement experience. |
|Centennial College||Culture & Heritage Field Placement||This program provides field placement opportunities for Culture and Heritage Site Management (CHSM) program students from Centennial College. Field placements within TDSB sites provide Centennial College students who are considering a career in culture and heritage management, the opportunity to learn by working alongside a supervising TDSB Manager, Archives. These placements satisfy course requirements for field placement experience. |
|Mindfulness Without Borders Canada Inc.||Mindfulness Ambassador Program (MAP)||This program offers student participants a forum to meet face to face and learn about constructive ways for addressing personal, social and community challenges. Essentially, the MAP establishes a common language based on sharing, modeling and practicing core principles and strategies that help strengthen their well-being, think critically and act with thoughtfulness and compassion. As young people begin to recognize their ability to become ambassadors for positive social change they not only become more selfless but also more compassionate, empathetic and inclusive of the diversity that surrounds them. From self-awareness self-management and social awareness activities to secular mindfulness practices, our interactive programs for young people boost soft skill development and address the challenges and opportunities that they face outside school walls. |
|University of Toronto||Concussion Care||This program offers specialized medical and allied health care of concussions to a select number of referred secondary school students. Coordinator presents program criteria and overview, pathway for support and program activities.
The cornerstone of the management of concussion is the early intervention and gradual progression of stimulation or stressors that may, if over-exposed, disrupt natural recovery and cause relapse or exacerbation of symptoms. Historically, this aspect of care has focused on gradual progression of physical activity (return-to-play), but in recent years, the application of these principles in learning environments (return-to-learn) has received increasing attention. Academic student life is comprised of subtle and complex stressors and the interaction of this environment and how stressors impact the student recovering from a concussion are poorly understood.
|Toronto International Film Festival Inc.||Filmmaking and Media Education||This program offers filmmaking for secondary students and professional development workshops for staff on media literacy and writing, developing and filming a short film. Student workshops comprises of an overview of the filmmaking process that includes: genre and types of films, scene development, script writing, acting and pre-production, filming, editing and post-production. Students have the opportunity to create their own stories, use professional equipment, analyze the impact of film and media on viewers, and learn how to communicate complex ideas to a wide audience. The program culminates in a screening of the film at the school or at TIFF. Professional learning opportunities include teaching about film, introducing students to filmmaking and integrating critical film viewing into classroom discussion. |
|Hockey Canada||Try Hockey||This program offers an opportunity for students to try hockey, removing barriers to participation, so students enhance team building, confidence, physical health and well-being. Certified coaches deliver the program in the school gymnasium followed by an on-ice event. Students will participate actively and engage in a variety of movement competencies, and demonstrate an understanding of the value of regular physical activity in their daily lives. With follow-up communication, coaches provide further support to maximize sustainability and teacher resources are made available including access to Hockey Canada’s academic lesson plans and 10 week floorball lesson plan.|
|180 Change Street||180 Change Street||This program identifies and engages youth in a targeted intervention strategy designed to bring about comprehensive change in students. This educational and awareness raising program provides a curriculum that includes one-on-one mentoring, life coaching and training to students that cover topics such as self-awareness, conflict resolution, critical thinking skills and personal and community health. Families are also engaged so they may support students' success.
The program has a history of successfully keeping participants from returning to or staying out of the justice system. Many students have completed their education and graduated or found employment.|
|Real Talk Learning Experiences||Black History - A Canadian Perspective||This program focuses on the experiences of African people in Canada to share the rarely discussed history of the African diaspora in Canada. The presentation covers a number of interesting topics, including t he success of African interpreters working with early Europeans in first contact with First Nations people, interactions of Black Canadians and Native Canadians in community building, the escape of African people from the southern United States, to their settlement in Nova Scotia, and their experiences in Canada.|
|East Metro Youth Services||Respect in Schools Everywhere (RISE)||This program at West Hill Collegiate Institute provides students in Grades 9-10 a workshop series to address bullying and develop conflict resolution and leadership skills. RISE program staff address and support issues that young people are facing on a regular basis. Students develop workshop materials on bullying, cyber-bullying, mental health and stigma and conflict resolution which are then facilitated to their peers in grades 7-12.
Workshops teach students strategies to communicate and manage bullying and situations where conflict may occur, how to effectively address bullying both as a victim and as a positive bystander. Students also learn coping mechanisms to foster positive mental health and discuss the elements of self-care and have the opportunity to create their own self-care kits. Students receive resources and tools to better advocate for themselves and others.
|StopGap Foundation||Accessibility & Inclusion: Building Awareness||This presentation raises awareness about physical disability, accessibility and inclusion. Luke Anderson shares how one moment in time changes his life forever and how he finds himself living in a world not well designed for someone in a wheelchair. He explains his personal experiences, challenges he faces and how he overcomes. Students learn about barriers that people with disabilities may face, the importance of a barrier-free and inclusive community, as well as empowering language when referring to people with disabilities. Resources are available for teachers to implement beyond the presentation.
|Steve Chapelle Communications||Social Media Behaviour Education||This presentation offers training to students on how to minimize internet risks and explore four core subjects: cyberbullying, personal information, inappropriate messages and protection. Students will learn to minimize and maintain their privacy in the on-line world. Presentation is also available to parents through school councils.