|South Riverdale Community Health Centre||South Riverdale Health Clinic_CALC||A nurse practitioner consults with Ed Vance and adult students on a variety of primary health care needs as identified through student focus groups.|
|Special Olympics Ontario||Special Olympics Ontario School Partnership||This initiative offers physical activity programs to special needs students with intellectual disabilities that also provides curriculum resources for teachers to use in classrooms in order to increase students' physical literacy and sport specific skills development. Active Start; FUNdamentals; Youth Multi-Sport curriculum. Step into Action (all grades) – is an initiative that engages students with intellectual disabilities to get active and enhance their physical activity levels by participating in activities that are measured using pedometers such as walking, jogging running and dancing. PAHL (Physical Activity Healthy Living) Sports Festivals; Four Corners Provincial School Championships; Hockey for Hockey clinics; and, regional/provincial athletic competitions are offered in which student athletes with special needs may compete, and provides opportunities for non-disabled students to engage with and support their peers with disabilities. Resources are available for download at www.specialolympicsontario.com.
|Square Circle||Social Circus In School||Social Circus In School Program is a social circus and creative arts program to foster life-skills, confidence and resilience in students in grades 5 and 6 students at 4 selected school in WR9.
This 8-week program provides an alternative, non-competitive physical and artistic outlet while building life and social skills. Workshops are comprised of physical social games, trust and relationship building, creative exercises for students to develop individual creative expression. Students learn a variety of circus arts including juggling, poi, floor balancing, clowning, dance, acting/improvisation. The program culminates in a show and tell, students talk and display their creative art.|
|St. Stephen's Community House||Game Changers - Restorative Justice Conflict Mediation||The program trains students to be Youth Peer Mediators in their schools and communities and help resolve peer to peer and/or youth to adult conflicts through a proactive problem-solving process. The training fosters leadership and pro-social skills, shared accountability, and builds individual and systemic capacity to manage conflicts at a personal and school level with mediation and includes training adult mediators from the school to act as co-mediators, as is deemed appropriate for each case. The program aids students, teachers and Administrators in resolving conflicts through a proven problem-solving process. Trained mediators are supported by school staff and receive ongoing support and training.|
|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. |
|Starts With Me Inc.||State of Mind||Students are invited to participate in a guided meditation as preparation for the discussion on the stigmas associated with mental health, the warning signs of someone's mental health, and the recovery and well-being available to those seeking support. The presentation of the topic in general merges with a lived-experience story from one who is living with a mental illness or has personal experience in the world of mental health. A Q&A session facilitated to protect anonymity completes the hour, where questions submitted in writing or on blank papers are read and answered. This provides students and staff the opportunity to ask questions that they may not feel comfortable asking out loud. Professional Support Service staff associated with the Mental Health Strategy and/or the school in which the presentation is scheduled are present for these sessions, to assist teacher, partner and class, as needed. Following the presentation, students are encourage to create an art piece reflective of what they have learned and/or in response to the session. Schools can choose whether or not to participate in the State of Mind Youth Mental Health Festival each spring; and students can choose whether to submit their art pieces for display at the offsite festival.
|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.
|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.
|Story Planet||Storymaker Workshops||Storymaker Workshops provides students the opportunity to develop their creative expression through story making across a variety of media, including writing, illustration, painting, sculpture, poetry, film, spoken word, and digital animation.|
|Storyvalues, Inc.||Interactive Storytelling||The Interactive Storytelling program provides schools with a variety of assemblies and in-class workshops that explore themes of holidays, seasons, heritages and traditions. The program uses interactive storytelling and drama to enhance students’ cultural awareness, communication, creative and literacy skills. Interactive dramatization along with student participation and small group discussions allow student to explore further salient themes. The program also includes limited access to Storyvalues On-line, an online resource where students learn about folktales, art and music through games, videos and puzzles. Storyvalues On-line is available at http://www.storyvalues.com/Online/journey.html.|
|Studio 180 Theatre||Studio 180 INCLASS Workshops||The program uses drama to create a safe space for effective dialogue and self-discovery. In-class workshops offer in-depth, immersive experiences that mine the unique power of the theatre to humanize social and political issues and cultivate open dialogues and artistic expression. Artist educators work with students to encourage them to think critically, explore multiple viewpoints, promote empathy and inspire creativity through proposition exercises, hot seating and improvisation. Workshops may be based on Studio 180’s current production, or may be theme-based and explore topics including identity, legacy, family and personal responsibility.|
|Success Beyond Limits||Success Beyond Limits School Year Program||Success Beyond Limits School Year Program works with students at Westview Centennial Secondary School to facilitate Mentorships and peer-to-peer support opportunities through scheduled sessions and drop-in activities. It provides students with community, social and career connections to events, organizations, conferences and other projects beyond school to support their personal and academic development in the community. It engages all grades, with a particular emphasis on encouraging participation from Grade 9 & 10 students. Grade 10 students who continue as participants to gradually assume mentoring roles as they progress into Grade 11 & 12. Specific student leadership sessions are designed to train students for peer-to-peer mentoring roles. Homework help, food and recreational activities are also scheduled outside of the instructional day.
|Success Beyond Limits||Success Beyond Limits Summer Credit Support ||Supports and activities that include youth-to-youth peer mentorship engage Grade 8 students who are enrolled in a Continuing Education summer course that nurtures a successful transition into secondary school. For students in Learning Centre 2, these curriculum enhancement activities inspire and assist them to improve their educational outcomes, expand possibilities, and provide support to expand their individual paths to success. |
|Suitcase Theatre||Suitcase Theatre/Arts Outreach and Performances||These musicals and plays inspire and promote positive self-awareness through storytelling, singing, the visual arts and drama. Characters in the plays and the characterization workshops create positive role modelling; encourage self-confidence, kindness and compassion; promote building healthy relationships, resilience and collaboration. They help students understand narrative structure, enhance character development in drama and enrich their vocabulary in the creative development process.|
|Sunnybrook Academic Family Health Team||Adolescent Outreach Program||Adolescent Outreach Program offers 1 hour presentations related to mental and physical health. Topics include anxiety, sleep, depression, substance abuse, bullying, aggression/anger, body image, nutrition as well as coping strategies and stress reduction. Students learn strategies to improve their personal well-being. Interactive methods such as games and small group activities are used followed by an anonymous question and answer session. Family Medicine Residents work with school staff (i.e., Guidance, Physical Education or Professional Support staff) to identify topics and review presentations. Any students who require additional support that includes community involvement and participation will be referred to school staff. |
|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. |
|Surrey Place Centre||Surrey Place Centre's Developmental Services||This Program provides supports to students with special needs in their transition into schools. Surrey Place staff work with students and families in their homes and in community-based settings to assist students and families as students move into classroom settings. Surrey Place helps families to implement TDSB staff’s recommendations to ensure students’ success, health and well-being. TDSB staff may refer students and families to the Program to receive home and community-based assistance.
Surrey Place staff may observe students in their classrooms with the consent of the Principal and classroom teacher. Surrey Place also provides information to TDSB staff to enhance their ability to support students as they move into classrooms, including written and online resources available at www.surreyplace.on.ca.
Surrey Place will also provide a list of staff who are working in schools to TDSB Professional Support Services and Care.|
|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.|
|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.|
|TakingITGlobal||Professional Learning for Future Friendly Schools||TakingITGlobal offers a global online learning community for educators and students interested in addressing global issues. It explores practical ways to include global education across various disciplines. TDSB educators complete one of three graduate level, accredited on-line courses (Global Citizenship, Student Voice, and Environmental Stewardship) by attending weekly classes, and participating in discussions, completing assignments and developing a culminating project.|
|Tara Badal-Mohammed||You and Your Money||The presentation seeks to enhance students' financial literacy skills. Topics include: setting effective S.M.A.R.T. goals, preparing a budget, savings and investments, controlling debt, and setting goals in different areas of life.|
|Tata Consultancy Services Inc.||goIT||GoIT is an innovative, experiential and immersive program for students and staff to learn about TDSB’s Global Competencies and Tata’s Five Forces. Elementary and secondary teachers will create curricular based Global Competency learning experiences and collaborate with TCS employees to bring real world knowledge, expertise and practical experience into TDSB classrooms to help teachers and students make globally competency connections. Students will have opportunities to investigate the world, recognize perspectives, communicate ideas and take action.
|Techzenik Robotics & Information System||STEMatize Schools||This hands-on workshop provides students with building blocks and materials to create, design, program, build and operate a Robot. Workshop provides access to new technologies and information on how to utilize them. Students solve real world problems through automating a small Robot and programming them to perform simple tasks. Older students use advanced sensors and program blocks to accomplish complex and detailed tasks and sequences. Students also learn effective programming techniques and language, utilize mathematical, problem solving and logical skills to create and code applications.
List of workshops available: Robotics - LEGO We-Do 1 & 2, Minstorms EV3 Beginners & Advanced, VeX IQ, VeX EDR; Electronics and Computer Engineering - Arduino, Raspberry Pi, Build Your Own Computer; Programming - Programming and Designing with Python, Programming with Java, Build Your Own App using Android Studio, Creative Technology - Adobe Photoshop, 2D Animation, 3D Animation.|
|TELUS||TELUS WISE||TELUS WISE (Wise Internet and Smartphone Education) presentation educates students, parents and teachers on maintaining internet and smartphone safety and security to prevent activities such as fraud and cyberbullying.|
|The Concerned Kids Charity of Toronto||Expanded Communicating Through Puppetry||Presentations use puppetry to address bullying, anger management, mental health, peer pressure and substance abuse topics in order to maintain respect and enhance students’ self-esteem and personal safety and the safety of others. The presentation is followed by a question and answer session to allow students to ask questions about the issues raised. The presentations aim to empower students in kindergarten -Grade 6 to make smarter and kinder choices and help to create safer schools and communities.|
|The Director's Cut||The Director's Cut Media Literacy Workshops||The Director's Cut workshops turn classrooms into fun, interactive and engaged Hollywood studios for the day. Using a mobile digital media lab and led by Imaginators, students transform their creativity and imagination into an Oscar-worthy media production. Students work in small groups using the latest digital film equipment. Workshop topics include self-esteem and body image, cyberbullying, digital media storytelling, stop motion animation, and music video production.
Workshops are also available in French.
Imaginators are leading filmmakers and digital media specialists who take a class through the filmmaking process over the course of a day. Lesson plans, assessment, evaluation and other resources are available from The Director’s Cut.|
|The Etobicoke Children's Centre||Ready Set Go||Program activities include games, crafts, reading & singing, cooperative activities, discussions, self reflection, relaxation, learning and practicing identified skills, and role playing.|
|The Flight Power Foundation||Flightunit Careers Awareness ||Students are exposed to industry professionals and careers in multiple areas through conferences and workshops to increase student success and career exploration. Professionals from various industries lead sessions to provide specific information from sectors that include Music, Art & Culture, Health, Sports & Fitness, Entrepreneurship, Trades, Business & Advertising, Health Care, Learning Skills, Sciences and Pharmaceutical Industry. Skills being developed are career decision making, conducting research, problem solving, personal learning strategies, and networking with industry leaders.
Innovation, Creativity, Entrepreneurship (ICE) training and SHSM certification are also available.
|The Learning Partnership||Coding Quest||Coding Quest is a STEM based program for gr 4-6 that teaches fundamental coding and gamification while developing global competencies such as computational thinking, etc.|
|The Learning Partnership||Entrepreneurial Adventure and Dragon's Nest ||Entrepreneurial Adventure and Dragon's Nest turn ideas into reality by bringing together teachers and business partners to mentor students and help them create their own ventures. Students, as well as their teachers and volunteers from the business community, become truly entrepreneurial, thinking creatively, exploring possibilities, experimenting, communicating, collaborating, and realizing their dreams of showcasing an entrepreneurial idea.|
|The Learning Partnership||Global Solutions||The Learning Partnership provides professional learning sessions on the Global Solutions program and resources. It introduces teachers to resources and teaching & learning strategies through which students to a current complex global problem (a "Challenge Topic"), and the background, tools and guidance to propose innovative solutions. The Global Solutions program is fully aligned with the Ontario Ministry of Education course curricula and serves as an effective in-class tool to help teachers across many disciplines to expand the minds of their students while delivering on course expectations.
Because of the interdisciplinary nature of these complex global problems, the challenge topics in the Global Solutions program can be used in a number of different courses, and they align with a large number of secondary school course curricula, including:SBI3C/4U: Biology • CGW4U: World Issues • CGU4U: World Geography • CIA4U: Analysing Current Economic Issues • BDI3C: Entrepreneurship: The Venture • BBB4U: International Business • BMI3C: Marketing: Goods, Services, Events • TJC3C/4C: Construction Engineering Technology • HSB4U: Challenge and Change in Society.|
|The Learning Partnership||Investigate! Invent! Innovate!||This is an integrated science and technology program for elementary school students in grades 7 and 8. The goal is to instill passion for learning about science, mathematics and technology and to foster an entrepreneurial spirit. The program culminates each year with an Invention Convention.The I3 program provides resources and presentations for students, and professional learning sessions for teachers, to develop students’ mathematical understanding, problem-solving skills, and related scientific and technological skills that they can apply in their daily lives and, eventually, in the workplace.|
|The Learning Partnership||Turning Points||The Learning Partnership facilitates Professional Learning Sessions in Turning Points, a character awareness and literacy program that provides opportunities for students in Grades 6 - 12 to read, write and think about their fundamental values. Program resource guides, e-learning modules, annual anthology and culminating contest recognition event are available to participating students who are engaged with their teachers in a process of self-reflection and discussions that leads to writing a narrative essay about a significant event - a turning point - in which students organize and express their thoughts about the principles that guide their lives. |
|The Message, Inc||The Message Media Literacy Program||The program helps youth to tap into the power of mass media by enhancing their media literacy and critical thinking skills. Mass media affects the way we think, feel and act and when used responsibly, present unprecedented opportunities for connecting, sharing and learning. Through in-class workshops and assemblies, students examine media ownership, consumer choice, deciding between bias and opinion, “fake news,” racism, sexism and inequality, and substance use in popular culture. The goal of the program is to empower students to be responsible in the digital age.|
|The Pottery||The Pottery Clay Workshops||In these workshops, the facilitator works with clay sculpture and story development in an effort to allow students the chance to explore their own artistic nature and to tell their own stories. Students will learn how to plan, design and create clay pieces. The theme and focus of each art project will be determined in consultation with classroom teachers to ensure curriculum connections. The finished pieces re fired and delivered back to schools within three weeks.|
|The Purple Fig||The Little Fig Children's Writing Workshops||This English Literacy writing workshop incorporates individual and group activities to strengthen writing, language, and analytical skills. Some workshops use a narrative, The Hero’s Journey, as a guideline to teach students about story development and encourage them to express themselves to develop their very own story. Other workshops may use the structure of a first person essay narrative to tell the personal story of the student through memoir style writing. For the younger grades, the workshop will consist of creating a story collaboratively and then performing the story in a play-like presentation. During the process students will learn the art of storytelling by establishing the following: Who is the Hero? What does the Hero want? Why can't the hero get what he/she wants? The Facilitator will work with the teacher prior to the first session to establish relevant curriculum related readings and topics for this creative writing workshop.|
|The Royal Conservatory of Music||Learning Through The Arts (LTTA) Design Media Arts Project||The program offers professional development and artist-teacher mentorship in digital media arts and music to create and deliver arts-infused core curriculum to elementary students. Digital media arts is a collaborative teaching and learning method that uses writing, visual storytelling, audio, image and graphic design and performance. The year-long program has artist-educators mentor and support teachers in developing media art skills and instructional design to effectively integrate arts experiences into the curriculum. Teachers will enhance their skills and be able to deliver inclusive education to Aboriginal and diverse student populations through the use of digital media arts. Teachers, along with their students, design and implement a culminating year-end project.
Teachers attend three workshops over the year to deepen their understanding and use of grounding pedagogy, deeply questioning and engagement in creative processes. At the workshops, teachers explore instructional resources and apps that enhance the delivery, ideation and creation of digital media arts.|
|The STEPS Initiative||STEPS.Studio||Sustainable Thinking and Expression on Public Spaces (STEPS) Initiative provides art workshops to engage the school community in the collaborative production of an environmentally-themed public art installation. Facilitators help students explore public space and urban design issues facing their communities and issues of social and environmental impact. Students learn real-world design considerations, how public spaces can be improved upon and environmentally sound solutions. Using a variety of art mediums and techniques, students design and produce a public artwork that serves function, aesthetics and that celebrates the community. |
|The Travelling Stage||Performing Arts Enhancement Workshops||Drama and dance performances; and, select workshops that foster an appreciation for Canadian dance, drama and theatre are available. Excursion opportunities are also offered. Performances vary each year, and revised promotional material is available online at www.travellingstage.com. Select workshops available for TDSB schools include, but are not limited to the following:
DRAMA: "Page to Stage" "Improv" Students are engaged in the art of storytelling by performing a well known tale or fable; or improvising. Students explore character, setting and plot with the end result being to have students bring the story to life through improvisation techniques, and/or by performing it using costume pieces and props.
DANCE: "Decades of Dance" and "Percussion & Props" - Students engage in the history and current relevance of various dance styles; and, tools to explore, create and execute movement. Although the Artist Educator has created the choreography on their own, students will collaborate to bring the choreography to life. |
|The Water Brothers TV Series||The Water Brothers Eco-Adventures||Presentation to educate, inspire and engage audiences about water-related environmental issues occurring on the planet today. Students will learn about environmental challenges in Canada and around the world, the root causes of these problems and their role in helping to overcome these challenges, and learn more about environmental stewardship. Topics include: climate change, access to clean water & sanitation, water infrastructure, renewable energy, biodiversity, invasive species, deforestation, drought, floods, illegal & overfishing, the water cycle, agriculture, plastic building up in our oceans and lake, water in space, earth sciences, sustainable fishing etc. Teacher resources and interactive learning portal are available for each of the topics can be found online at http://thewaterbrothers.ca.|
|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. |
|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.|
|Theatre Direct||Theatre Direct Program||Theatre Direct provides workshops and performances that support enhanced drama, storytelling and story-acting for young audiences.
Students will participate in drama workshops which includes vocal, physical warm up, cooperative circle games and improvisation games. The Kindergarten workshop will focus on games and dramatic storytelling. Schools may choose to schedule 1 workshop or a series of workshops . Resource materials are provided to teachers to further integrate drama and storytelling in the classroom.
Theatre Direct produces one performance per year that features a particular theme and focus. Productions may be held off-site as per Excursion Policy. |
|Theatricks Theatre Co. 4 Kids||Theatricks Theatre In-School Workshops_Gledhill JPS||Informed by the Ontario Guidelines for the Drama and Dance curriculum, these workshops are designed to engage elementary students in active participation enhancing their understanding of drama and increasing self-confidence and creativity. Students indulge their own creativity while developing a set of skills for improvisational acting, increasing their self-confidence and ability to work cooperatively, and express themselves publicly. |
|Think 2wice||Think 2wice||The program facilitates workshops and motivational speaking topics that aim to prevent youth violence, gang involvement and criminal activity. Guest speakers with lived experience of gang involvement and the criminal justice system engage youth to take up positive leadership roles in their schools and communities and to create violence free schools, communities, and lives. Using creative arts such as dance, spoken word and drama, the program seeks to help youth find their life’s purpose. |
|Think Don't Shoot||It Starts Within||The entertaining presentation teaches students strategies to manage the psychological, physiological and sociological effects of violence and bullying. Students learn how to be leaders, communicate and to take control of their emotions in order to improve their emotional intelligence and resiliency. See: www.thinkdontshoot.com|
|Thinking Forward||Thinking Forward Leadership Program||Thinking Forward offers character development and leadership training for students, primarily in Model Schools, to help children and youth strengthen their interpersonal and leadership skills, and to challenge them to address social needs. Thinking Forward provides inclusive and equitable learning opportunities that use the arts and leadership development as a platform to help students develop and improve their well-being. Students participate in hands-on, art activities that highlight themes of belonging, diversity, anti-bullying, teamwork, and community. A variety of methods, resources and activities are used including painting, role-playing, designing and building, illustrating, and art exhibits to showcase student work. The program is customizable to suit the needs and schedule of the school and students. |
|ThriveKids||Fit.Focus.Fearless||Students participate in 20 minutes each of body, mind, and character activities in order to develop confidence, self-reliance, healthy life skills and habits. The 20/20/20 Circuit™, three- part program allows students to manage their bodies from head to toe through the following components: 1. vigorous exercise to release excess energy and endorphins while enhancing executive function, concentration and engagement; 2. life skills activity that incorporate creativity and play while teaching social interaction skills; 3. mindfulness activity to manage thoughts, emotions and self-regulation. Facilitators provide tools and techniques that can be incorporated in every day scenarios. A teacher resource is provided for teachers to continue incorporating the lessons with their students.
|Tides Canada Initiatives - Enviromentum||Climate Conversations||Climate Conversations (CCs) is a workshop that employs Motivational Interviewing (MI), an evidence-based strategy, to help high school students explore and resolve their conflicting feelings on issues related to climate change.
Students learn skills in areas of self-awareness and self-control, teamwork, individual power and ownership in their own solutions to reduce carbon footprints and taking more sustainable actions.
|TNO - The Neighbourhood Organization||Settlement Education Partnership Toronto SEPT||SEPT offers settlement services to newly arrived families and secondary school students in schools’ satellite and reception centres. Settlement Workers deliver individual/family services, or group programs that help participants understand and successfully transition into the education system; and accelerate the settlement process. SEPT also delivers two programs in the summer for newly arrived students and families, some of whom are enrolled in TDSB summer school courses. These programs include: Newcomer Orientation Week (NOW) program for secondary students; and, Welcome Information for Newcomer (WIN) program for middle school students and families.|
|To Be Determined Theatre Co.||Children's Literature Onstage ||A different touring production is available each year for Early Years students. All productions bring a renowned Canadian children’s literature book to life onstage. Curriculum ties to The Arts and English / Literacy are enhanced through the live performance animation on stage for young audiences. Reading the story before or after performance has potential to further early language and literacy concepts. Q & A sessions are held after each production. See www.tbdtheatre.com each year for the particular performance being offered, and updated curriculum-related resources that are provided to educators pre and post performances. |
|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.
|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”.|
|Toronto Arts Council||Presenting Partners of tdsbCREATES ||The Toronto Arts Council and TDSB collaborate to create new points of access to the Arts across the city by providing opportunities for artists selected by the Advisory Committee, to engage in school-based workshops and projects with students and teachers who are participating in the annual tdsbCREATES Arts Festival. The festival takes place in schools, galleries, community locations and performing arts venues across Toronto each spring.|
|Toronto Community Housing Corporation||Seniors Pen Pal Program||Each year, up to one hundred elementary students from four schools can engage in the Seniors Pen Pal writing program to improve their English Literacy and writing skills. TCHC facilitates the pen pal matches with seniors who would benefit from this intergenerational, literacy program. TCHC staff visit interested classrooms to provide an overview on letter writing and provide paper, envelopes and postage; and with the teacher, plan how many letters will be exchanged over what period of time during the school year. There may be a culminating event with the Senior "pen pals" and students, after the determined number of letters have been exchanged through the post during the year.|
|Toronto Hip Hop Cultural Centre||No = Next Opportunity: Empowerment Project||These workshops aim to make positive social connections and build student’s positive self-image and self-esteem through Hip Hop arts. This workshop series touches on the four elements of Hip Hop: BBoying (break dancing), MCing, graffiti and DJing. Each workshop is led by an experienced Hip Hop artist who explores each Hip Hop element using performance, quotes/lyrics and multi-media. Students learn the history of Hip Hop music and culture in a socio-economic and geographical context, make connections between themselves and their communities, and explore current themes and how Hip Hop is used as a form of artistic expression. The focus is less on the artistic skills but more on mentorship from experienced artists as well life skills development. |
|Toronto Inner-City Rugby Foundation||Rugby Professional Learning and Skills Development||This enhanced physical education program provides rugby training, tournament participation, and curriculum resources to students and teachers. Accredited and experienced rugby program staff lead workshops to introduce and further enhance rugby skills. Rugby activities and games for understanding are based on the physical literacy ABC's of agility, balance, coordination and speed. Beginner students are introduced to the sport through a non-contact, safe game called Rookie Rugby. Advanced students or those that have a solid understanding of the fundamentals, further develop core rugby skills such as movement, passing and communication and sport specific training. Teachers receive curriculum resources that contain 8 modules that provide activities on how to implement the program beyond the workshop. Schools that have participated in workshops have the opportunity to attend an international rugby tournament at BMO Field or participate in a flag rugby tournament when available.|
|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.
|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.
|Toronto Search and Rescue-Marine (T-SAR)||Water and Boating Safety Presentation||Students in Grades 2 and 6 learn water and boating safety essentials: different types of life jackets and boats, essential equipment, emergency preparedness and trip planning. Powerpoint presentation incorporates visual aids and videos, takeaway workbooks and the opportunity to try on real life jackets. |
|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.|
|Transit Bricks||Toronto Transit Tales||Covering 150 years of Toronto public transportation history, from horse-drawn to motorized transportation, local historian provides interactive presentation that includes models of historic vehicles from 1849 - 2014. Students gain a historic understanding and modern appreciation for the important role of public transit in history and current affairs. |
|TREC Charitable Foundation||Relay Education: Kids World of Energy||These hands-on workshops provide students with an in-depth exploration of the various types of renewable energy, their uses, and diverse careers in the Green Energy field. Students will use miniature models of wind turbines or solar photovoltaic panels, complete experiments, and build and test prototypes. Workshop titles include: Concentrate on Conservation; Capture the Wind; Plug in the Sun; Digest This!; Solar Workshop; and Green Collar Careers. Additional renewable energy workshops include Wind Design Challenge and Solar Design Challenge where essential building materials are provided for students to design, build and test or race their devices; all challenges include a Teacher Building Guide for teachers to implement if they choose. |
|Turk Event Consulting (T.E.C.) Inc. ||Lacrosse - History, Culture and Skills Presentations||The presentation teaches students about the history and culture of lacrosse from the perspective of First Nations peoples and introduces students to the basic skills of the game. The presentation discusses the cultural and spiritual significance of the game, shows the different sticks and equipment used, the positions played in the game. Students may participate in a 15 minute game where they are divided into clans/ teams.|
|U Can Do It !||Woodworking DIY||This hands-on workshop provides students basic building principles while constructing a woodworking project. Students develop their co-ordination, use easy-to-follow plans, practise with hand tools to complete projects such as windmills, paddle boats, tower cranes mechanical butterflies, motion machines and robotic arms. Facilitator provides all equipment, materials and designs and teaches safety rules on proper use of tools (sandpaper, child-sized hammer and nails). Instructions are taught in a step-by-step fashion for early years and elementary students. Workshop is age appropriate and is also offered in French.|
|UGOT Active Kids||Early Learning Through Dance||This dance workshop introduces early years students to a variety of dance styles. Trained instructors teach easy to follow routines inspired by a variety of styles, musical artists and/or culture. Students explore movement and rhythm and the five elements of dance - body, space, time, energy and relationship. Students work individually and in groups to develop their own creativity and self-expression. Each age-appropriate workshop starts with a five minute warm-up followed by energetic music with group choreography and dance games. |
|Unison Health and Community Services||Pathways to Education||Pathways to Education promotes student achievement by supporting secondary school students in selected Families of Schools to graduate, through mentoring; academic supports; financial supports (bus fare); opportunities for social and community engagement; and, career/post secondary awareness. These integrated supports also offer students financial support through a scholarship toward the cost of applications and tuition for post-secondary education.
Pathways Student/Parent Support Workers (SPSWs) and Program Facilitators work with each registered Pathways student. Pathways Staff liaise with local schools to support each student’s needs and achievements. If those students move to different schools, the staff assigned to that student follows that student. This may result in the more than one Pathways delivery agency serving the same school.|
|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.
|University Health Network||Body Pride||Interactive presentations for school communities that foster an environment to support students in developing positive body image and self-esteem. For student audiences, "Body Image, Media Literacy, and Self-Esteem," empowers young people to critically navigate messages and imagery from the media. Teacher and parent presentations assist with understanding the warning signs and symptoms of eating disorders and food and weight preoccupation, and resources for addressing these issues. Available presentations are “Addressing and Preventing Body-Based Bullying” and “Eating Disorders: What to Look for and How to Help”. Post-secondary students and NEDIC staff will facilitate all presentations. |
|University of Calgary||Masters School Psychology Field Placements||School psychology field placement opportunities are provided for graduate students in Clinical Psychology. Field placements within TDSB sites provide university students who are considering a career within Clinical Psychology, an opportunity to learn by working alongside a supervising TDSB Psychologist Staff. These placements satisfy course requirements for field placement experience. |
|University of Guelph||Masters School Psychology Field Placements||School psychology field placement opportunities are provided for graduate students in Clinical Psychology. Field placements within TDSB sites provide university students who are considering a career within Clinical Psychology, an opportunity to learn by working alongside a supervising TDSB Psychologist Staff. These placements satisfy course requirements for field placement experience. |
|University of Toronto||Allies Live Here||Presentations and assemblies promote diversity, acceptance and respect in schools. Speakers include medical students from the University of Toronto, guest speakers and performers. Students also participate in arts-based activities, including poster competitions, the making of videos, etc. on related themes.|
|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.|
|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.
|University of Toronto||Growing Up Healthy||These free presentations educate students on a variety of topics on health, nutrition and the human body. Led by medical students from University of Toronto, TDSB students will receive information, strategies and tools to make healthy lifestyle choices, improve their well-being and prevent illness. Topics covered include: the benefits of healthy living; media and food choices; exercise and activity; body image; social media and self-esteem; mental health; substance use; and stress management. Each one-hour long presentation is facilitated by post-secondary students who will work with school staff (i.e. Physical Education or Professional Support Staff) to ensure presentation meets classroom needs.|
|University of Toronto||High School Outreach Initiative (HSOI)||Presentations by medical professionals and transplant recipients are available for secondary school Science, Phys Ed & Health and Civics classes to educate students about the science, the success, civic engagement and medical careers in the field of organ and tissue transplantation; and, the importance of organ and tissue donation. Curriculum-related resources are also available to teachers, with cross-curricular links and course specific unit plans.|
|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. |
|University of Toronto||Kids2See and Kids2Hear||The Kids2See and Kids2Hear programs provide vision and hearing screening to kindergarten students from Model Schools for Inner Cities schools. Medical students from the University of Toronto volunteer to conduct screenings and are trained and supervised by medical residents from the Faculty of Medicine.|
|University of Toronto||Kinesiology Field Placements||This MOU serves to provide Kinesiology field placement opportunities for University of Toronto students. Field placements within TDSB sites provide University of Toronto students who are considering a career within Kinesiology, an opportunity to learn by working alongside a supervising TDSB Physical Education teacher. These placements satisfy course requirements for field placement experience. |
|University of Toronto||Masters School Psychology Field Placements||School psychology field placement opportunities are provided for graduate students in Clinical Psychology. Field placements within TDSB sites provide university students who are considering a career within Clinical Psychology, an opportunity to learn by working alongside a supervising TDSB Psychologist Staff. These placements satisfy course requirements for field placement experience. |
|University of Toronto||Masters Teacher Education In-Residence Pilot ||This pilot, in-residence program embeds one cohort of OISE Primary-Junior teacher candidates, dedicated to Environmentally Sustainable Education (ESE), in Ryerson Community School as a TDSB Eco-School. OISE has exclusive use of a classroom space at the school in order to provide classes to their Masters in Teaching students. Teacher candidates in this cohort undertake some of their own class work, and some of their practicum experience at the school, in order to learn alongside the experienced EcoSchools Associate Teachers supporting the work that they do. As part of their practicum placements, teacher candidates will be invited to share their lesson plans related to ESE; and suitable plans will be posted on the TDSB EcoSchools website.
|University of Toronto||MEd Guidance & Counselling Field Placements||Field placements within TDSB sites provide University of Toronto students who are considering a career in Guidance & Counselling, an opportunity to learn by working alongside a supervising TDSB Guidance Counsellor. |
|University of Toronto||MSW Field Placements||MSW students acquire field education experience in social work services with TDSB staff mentors; working with TDSB students, schools and families. Field placements within TDSB sites provide post-secondary MSW students who are considering a career in Social Work, the opportunity to learn by working alongside a supervising TDSB Social Worker. These placements satisfy post-secondary course requirements for field placement experience. |
|University of Toronto||Occupational Therapy OT Field Placements||This MOU serves to provide field placement opportunities for University of Toronto students. Field placements within TDSB sites provide University of Toronto students who are considering a career within Occupational Therapy, an opportunity to learn by working alongside a supervising TDSB Occupational Therapist (OT) Clinical Supervisor. These placements satisfy course requirements for field placement experience. |
|University of Toronto||Physiotherapy Field Placements||Field placements with the TDSB OT/PT Department provide University of Toronto students who are considering a career in Physiotherapy, an opportunity to learn by working alongside a supervising TDSB Occupational Therapist/Physiotherapist (OT/PT) Clinical Supervisors. The number of placements available in the TDSB is determined annually. These placements satisfy course requirements for field placement experience. |
|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.|
|University of Toronto||Speech-Language Pathology (SLP) Field Placements||This MOU serves to provide field placement opportunities for University of Toronto students. Field placements within TDSB sites provide University of Toronto students who are considering a career within Speech-Language Pathology, an opportunity to learn by working alongside a supervising TDSB Speech-Language Pathologist. These placements satisfy course requirements for field placement experience.|
|University of Toronto||Sun and Skin Awareness Presentations||The presentations educate students about both the benefits of playing outside, as well as the dangers of sun exposure and how to reduce the risks of developing sun-related skin damage. Students learn about the health benefits of sun exposure and the potential for sun damage to the skin and eyes. The presentation concludes with prevention tips that students should use to protect themselves.|
|University of Western Ontario||Masters and Diploma in Foods and Nutrition Field Placements||This program provides field placement opportunities for Master of Science in Foods and Nutrition degree and post-degree Diploma in Dietetic Education and Practical Training students from the University of Western Ontario Brescia University College. Field placements within TDSB sites provide Brescia students who are considering a career in Foods and Nutrition, the opportunity to learn by working alongside a designated TDSB Nutrition Services Supervisor. These placements satisfy course requirements for field placement experience. |
|University of Western Ontario||MSW Field Placements||MSW students acquire field education experience in social work services with TDSB staff mentors; working with TDSB students, schools and families. Field placements within TDSB sites provide post-secondary MSW students who are considering a career in Social Work, the opportunity to learn by working alongside a supervising TDSB Social Worker. These placements satisfy post-secondary course requirements for field placement experience. |
|University of Windsor||MSW Field Placements||MSW students acquire field education experience in social work services with TDSB staff mentors; working with TDSB students, schools and families. Field placements within TDSB sites provide post-secondary MSW students who are considering a career in Social Work, the opportunity to learn by working alongside a supervising TDSB Social Worker. These placements satisfy post-secondary course requirements for field placement experience. |
|University of Windsor||Reciprocal Learning in Teacher Education and School Education between Canada and||This partnership program contributes to the data gathering and knowledge mobilization elements of the research initiative of the same name, led by the University of Windsor. It builds on the Sister School Network, originally established in TDSB by the University of Toronto, OISE. There are several activities within this MOU with varying audiences, timelines and evaluation measures that occur in China and Canada.|
|UPLAY||UPLAY Songwriting Workshops||The program seeks to enhance students’ creative writing and literacy skills. Students are guided through the stages of writing, performing, recording and packaging their very own dynamic song. Working as a class, students are divided into groups to write and sing the vocals and to use technology to simulate real instruments. The class then designs an album cover and receives an electronic copy of its original song.|
|UPower Inc.||Healthy Resilient Minds Matter||This concert-style assembly features original songs, stories, song-writing, life mapping and painting to reinforce the message of respect and resiliency and mental well-being. Motivational speaker Sara Westbrook shares her “Choice Making Formula” to teach students how to learn to think and act beyond their emotions so they can make character-based choices rather than emotion-based choices. Students develop strategies for positive self-talk and encouragement to build confidence and interpersonal skills. List of available assemblies include: A Healthy Resilient Mind Matters, Superheroes For Respect, Character End Result, Bounce Back Families Upower Concert, 3 Habits of Resilient Families (parents only). Follow-up workshops on a range of topics are also available to further develop building respect, confidence and resiliency. |
|Valerey Lavergne ||Sharing Indigenous Knowledge through Expressive Arts||An Indigenous Expressive Arts Facilitator and Certified Life Coach creates innovative workshops to teach students Indigenous knowledge and sacred teachings. Valerey uses a variety of art techniques, arts modalities and traditional teachings to enhance students' understanding of using their creativity for self-exploration and self-expression. |
|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.|
|VIBE ARTS (Arts for Children and Youth)||Community Sharing Arts Education Program||This program engages children and youth from priority neighbourhoods in high quality, hands-on arts workshops conducted by professional artists. The program includes workshops in Dance, Drama, Dub Poetry, Environmental Art, Film-Making/Video, Integrated Arts, Photography and Visual Arts. |
|Victim Services Toronto||T.E.A.R.™ in a Digital World ||Teens Ending Abusive Relationships (T.E.A.R.™) workshop equips youth with the tools, knowledge and resources to navigate the digital world and make informed healthy relationship choices both online and in person. T.E.A.R.™ in a Digital World’s goal is to empower youth to create positive change in their own lives and their community. Topics include: Intimate partner violence; Cyberviolence including: cyberbullying, cyberstalking, cyber sexual harassment, sextortion, luring; Online rights; Dating rights; Consent; Creating a positive digital footprint; Digital leadership; Online safety tips; Healthy intimate relationships and friendships; Warning signs of unhealthy and potentially abusive relationships' Where and how to get help.
|Visions in Green||Living Legacies of STEM||This interactive, multimedia exhibit and workshop teaches students about STEM pioneers, trailblazers, innovators and inventors from North America and the African Diaspora, with a particular focus on ancient Africa and continental African people and how they have shaped these fields of science to what they are today. The facilitator will deliver history about the people that played a significant role in STEM fields while students interact with exhibited artifacts. List of topics include: "It’s All About That STEM Life & You", "The Giants and Living Legacy of STEM: Untold Stories of African Men & Women", "How STEM has Changed Our Lives". This workshop is suitable for African Heritage Month. |
|Voice of Purpose||On the Horizon - Spoken Word Poetry for Personal Development||This interactive arts workshop uses creating and performing spoken word poetry to help students explore and unpack their personal identities and purpose within the context of culture, society, and historical legacy. Students gain a deeper understanding of themselves and how their personal experiences connect to larger social issues. Students develop spoken word, creative writing, non-verbal communication techniques and critical analysis process through the creative writing, visual representation and performing of spoken word poems.
This workshop utilizes the Purpose Driven Education (PDE) model, an educational framework, methodology and practice to help learners identify, align with, and develop skills to pursue their True Inner Purpose.