|Wadoka Academy Inc.||MILD||Integrated programming for students with disabilities to enhance their well-being through physical activity and learning based on the martial arts. Through creating an ‘integrated learning environment’ students with Special needs are able to digest information with ease and learn challenging ‘moves’ from both their peers and the Sensei who individuates the teaching and learning in performances of “moves”. As research demonstrates, this physical activity develops students’ self- awareness (“Know” your self); taking responsibility for their actions (“Own” your self); and, whether verbally or non-verbally, communicate their feelings about the experience (“Project” your self). In addition to the other benefits, “… evidence has also shown that physical activity [involving children with disabilities] has a direct influence in self-determination”. |
|Wahkohtowin Consulting||Indigenous Ways of Knowing ||Facilitated by Terry Swan, workshops promote Indigenous ways of knowing and being, identity, health and well-being, community mobilization and healing. Terry provides a bundle of spiritual tools and teachings that come from her deep connection to the land, medicines and teachings from Elders of many different Nations. Workshops offered include: sacred teachings of the water, history of residential schools, missing and murdered Indigenous women, girls and Two-spirit people (MMIWG), healthy relationships and self-care. Professional learning available to staff. Wahkohtowin symbolizes her facilitation style: everything is related.|
|Warden Woods CCC||Anger Management and Conflict Resolution ||These interactive workshops utilize conflict resolution and mediation techniques as they focus on one or more of the following themes, as requested by schools in LC3: I. Anger Management: Anger Defined; The Anger Mountain; Ways People deal with Anger;Dealing with an Angry Person;Positive and Negative Functions of Anger; Communicating while Angry. II. Conflict Resolution: What is Conflict?; The Unmanaged Conflict Cycle; Characteristics of Conflict; How to Handle Conflict?; Understanding Conflict Styles; Communicating through Conflict. III. Communication: Active Listening; How to be a Better Listener?; What are the Roadblocks to Effective Communication? The purpose of these sessions is to provide students with tools that decrease the conflicts among youth that could or have escalated into suspensions or expulsions.
|Warren Hoselton ||Professor Pricklethorn Trees Please||An interactive presentation in person or via video-conferencing puts tree preservation, protection and awareness into practice. This presentation uses fun and engaging demonstrations, discussion and role-playing to explain the importance of trees in our day-to-day lives and long-term environmental needs. Students learn how and why trees make us feel better and live healthier lives, five simple ways to assist the survival and preservation of urban trees and the role and career of an arborist. |
|WeeFestival of Arts and Culture||Theatre and Culture for Early Years||Led by professional artists, performances and workshops engage early years students in theatre, dance, music, movement/dance, visual arts in a storytelling form. Delivered in-person or virtually, sessions explore a range of themes including friendship, the environment, loss and change, overcoming fears, embracing difference/different abilities and cultural diversity. Workshops include "Kindergarten Drama Workshops", an active and creative movement workout; "Firefly Story Theatre Project", a drama and storytelling project, over a series of sessions, that collects and dramatizes students' original stories. Theatre performances for assemblies are available and changes each year; some productions are offered in French. |
|Wen-Do Women's Self-Defence||Empowerment and Self-Defence||Workshop focuses on safety and empowerment, preparing students to defend themselves both mentally and physically, and giving them the confidence to deal with the range of types of aggression they are most likely to encounter in real life for girls or those who identify as girls. Through a feminist, anti-oppression lens, workshops cover the fundamentals of women's self-defense verbally and with the body, importance of using our voice, the element of surprise and awareness and avoidance. Some techniques may be alternated for those with physical limitations or disabilities. In addition, discussions occur about healthy relationships, healthy body image and strategies for safety. |
|West African Cultural Exchange||African Traditional Music (Drumming, Dancing and Singing)||Master Drummer Fred Kwasi Dunyo leads workshops that are designed to fully immerse students in African culture through music, rhythm, song and dance. Step-by-step instructions provide opportunity to progressively advance students' musical skills while fostering team building and self-confidence. Five instruments are featured: kpanlogo drums, gankogui (bell), axatse (shaker), fritsiwa (finger bell), tokei (bell). Facilitator brings instruments for full classroom participation (if required). Workshop series provides an opportunity for students to showcase their learning to the school community. Professional learning is also available.
These workshops are an enhancement to TDSB Community Music Program for those schools that wish to further enhance their learning beyond the 3 classroom visits.
|Wilfrid Laurier University||MSW Field Placements||Field education provides students with supervised opportunity to apply knowledge gained through their academic studies in a practice setting. Students are assigned to community-based agencies and service providers for a set period of days with a focus on learning goals, ethical practice and demonstrating social work competencies in the process of developing a professional identity. Students are required to complete 450 hours in a field education practicum per year of study. Alongside placement, students are required to complete the co-requisite Integrative Seminar for Field Education. This course links classroom education with field education by way of readings, invited speakers, and discussions.”|
|Wordswell Assoc. for Community Learning||Illumine Media Project||Workshops offer an opportunity for student inquiry into the processes and messages embedded in a variety of media. Through facilitated discussions, students analyze the implications of the time in history we’re living in within the broader context of a conversation about their own identity and sense of purpose. Media content created by youth for youth in Toronto neighbourhoods explore themes that include hope, individual and collective growth, community progress, co-operation and competition, service to our communities and choosing our life’s path. Students delve further in the production process and have the opportunity to complete their own digital stories when engaged in a workshop series. Students participate in critical discussions relating to commonly held assumptions about youth and community both through lived experience and representations in narrative media. Suitable for grades 6-12.|
|Wushu Project Inc.||Chinese Dragon and Lion Dance||This high-energy and culturally rich dance workshop explores effective team building and communication through Chinese dragon dance and performance. Students learn how to physically manipulate the different segments of the dragon, dragon techniques, drills and dance movement to bring the dragon costume to life. Once the dance routines are learned, students create choreography which culminates in a performance to the school community. Lion dance presentation is also available for Asian History and Chinese Heritage Months and Chinese New Year celebrations.|
|X Movement Inc.||Connected Movement||Connected Movement provides workshops and events that integrate physical, emotional, social and environmental literacy. These include: ‘Aussie X’ through Aussie Rules footy, cricket and netball, students experience Australian culture and core values; ‘X Dance’ explores music and cultures from around the world and students discover dance in an energizing and inspiring way; ‘X Fusion’ blends movement skills from yoga, pilates and gymnastics through a circus-like experience; and ‘X Power’ explores blocking movements, personal space for safety, core strengths and basic fundamental movements.
|Xennial Productions||Accidental Apprentice ||Presentation and workshop exploring career journey on non-traditional career pathways including trades and apprenticeship. Presenter, Adam Melnick shares his personal career journey which involves, by accident, stumbling down a career path he never planned. This presentation focuses on career exploration resources, trades and apprenticeship information and personal lessons along the way. Workshop provides a hands-on exercise for students to brainstorm and identify workplace roles and skills and learn ways to be successful in any job culminating in student-led presentations. Professional learning is also available. |
|YMCA of Greater Toronto||Youth Substance Use ||Free presentation on substance use and its effects to school community. Substances covered are alcohol, cannabis, opioids, cocaine, methamphetamine, MDMA/ecstasy, GHB, ketamine, hallucinogens. Presentation addresses what the products are, their categories, physical and mental impacts, short and long term impacts and strategies for harm reduction. Facilitators address the causes of use and indicators that people may be using substances and ways to get help. A question and answer will follow each presentation. |
|York University||Aboriginal People, Identity and Education ||This advanced credit experience includes both university and secondary school courses that provide students with the opportunity to learn from Aboriginal authors, filmmakers, and artists who are telling their own stories. What does it mean to be an Aboriginal/Indigenous person in Canada? What does it mean to be an Aboriginal person living in an urban environment like Toronto? The dual course includes reading books, watching films, and going to art galleries. Students investigate and develop their own responses to questions of identity and Aboriginality. They explore Aboriginal perspectives of "identify", "history", "literature", and "traditions"; and, allows them to develop their own understanding of Aboriginal worldviews. Students register with TDSB Continuing Education for either (NDA3M) Current Aboriginal Issues in Canada or (NDW4M) Issues of Indigenous Peoples in a Global Context.
|York University||Community Outreach Nursing Engagement (CORNER)||CORNER is an offering of the York University School of Nursing through which schools can request presentations on various Health Promotion topics. Presentations are designed for student, staff and/or parent audiences. They are prepared and presented in schools by York University Nursing Students with York University Faculty oversight. To select topic/s and schedule a session, TDSB staff are asked to visit www.yorku/CORNER http://nursing.info.yorku.ca/corner/. The School of Nursing Clinical Course faculty supervise York University students, and attend presentations. THE CORNER placement model is a program-based approach to community nursing praxis. |
|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. |
|York University||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. |
|York University||MSW Field Placements||Field education provides students with supervised opportunity to apply knowledge gained through their academic studies in a practice setting. Students are assigned to community-based agencies and service providers for a set period of days with a focus on learning goals, ethical practice and demonstrating social work competencies in the process of developing a professional identity. Students are required to complete 450 hours in a field education practicum per year of study. Alongside placement, students are required to complete the co-requisite Integrative Seminar for Field Education. This course links classroom education with field education by way of readings, invited speakers, and discussions.”|
|York University||Unity in Diversity||In these immersive arts workshops, students will deepen their critical thinking, literacy, creative and collaborative skills around themes of identity, community and multiculturalism to produce an art project or initiative. Artist facilitators (Asian Canadian artist facilitators?) will develop students’ literary and artistic tools to explore and develop content in expressing their vision around a theme. Workshops may include literary writing, music composition, visual art and photography/videography. Students will create an artistic work at the end of the workshop and facilitators will collect and create a collaborative piece of art (if applicable). Workshops are also suitable for Asian Heritage Month.
|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. |
|Yorktown Family Services||Double T||Double T (Temper Tamers) self-regulation sessions provide elementary students with opportunities to learn vital cognitive and social skills with their classroom peers. Sessions build skills through a Cognitive Behavioral Therapy-based (CBT) curriculum that addresses and supports the management of intense emotions that may be getting in the way of classrooms meeting their academic and social goals as healthy learning environments.|
|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. |
|Youth Centre for Sports Development||MLSE LaunchPad: Fuel for Fun||This program delivers interactive physical and food literacy activities for students in Grade 5 to discover the value of living a healthy and active lifestyle. Sessions are delivered in person or virtually and each week comprises of a physical activity and hands-on cooking exercise. Students enhance their understanding and comfort in food skills while improving life skills such as critical thinking, teamwork, nutritional knowledge and self-care. Facilitators provide encouragement to students to try new things and make connections in and outside the classroom. Additional weekly challenges are available for classroom teachers to further students' learning and dive deeper into key themes.|
|Youth Centre for Sports Development||MLSE Launchpad: Sport and STEM||Interactive sessions combine physical literacy with STEM concepts through sport, for grades 7 and 8. Delivered in person or virtually, this program is designed to increase confidence and ease with STEM ideas, encourage kinesthetic learning, and build critical thinking and teamwork skills. Students participate in hands-on and on-court "Sport for Development" activities, while seeing how STEM concepts connect to real life sport situations. Themes include: mathematics/hockey, science/soccer, engineering/basketball, technology/football. Additional weekly challenges are available to classroom teachers to further students' learning and dive deeper into key themes. |
|Youth Culture Inc.||Career Development & Essentials||Program provides opportunity for secondary students to learn about various industries and career paths and the skills necessary to further their careers and goals. Students gain exposure to new career opportunities, industry networking sessions, and skills development in these in-person or virtual sessions. Workshops include: Ace the Interview; Resume Writing; Adapting to Working Remotely; LInkedIn Strategies for Youth; Talking to Industry. As well, students have an opportunity to meet with professionals in the following industries: Advanced Manufacturing and Robotics, STEM Careers, Business and Finance and Future Technology. Program suitable for marginalized and underserved students.|
|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.|
|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. |
|Youth Wellness Network||Youth Wellness Leaders||Programming in a school begins with an assembly, and then follows-up with workshop sessions for selected student leaders or classes. Students’ mental health and well-being is enhanced through learning and sharing in a six module training that includes deepening students' understanding of mindfulness, self-esteem, emotional intelligence, conscious choice making, leadership, taking action: goal-setting. Each session focuses on developing daily practices and strategies that can boost self-esteem and confidence as well-being leaders.With sessions on How to Become Your Own Best Friend, and The Power of Your Choice, student wellness leaders gain knowledge and skills on how to create and sustain a culture of wellness in their school. Professional learning presentations, and parent workshops are also available for staff teams or parent councils. |
|Youth Without Shelter||One Youth at a Time: Homelessness and Breaking the Barrier||Uniquely designed, age appropriate presentations for all grades are delivered to raise awareness and breakdown 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. |
|YouthLink||LINK'D FAST||Based on the Finding Assertive Solutions Together (FAST) curriculum, the LINK'D psycho-educational program incorporates the use of various therapeutic and recreational activities to help youth discover the underlying factors that contribute to overly assertive behaviors, and builds skills in self-regulation, self-awareness, social awareness/empathy, responsible decision making and problem solving. The program focuses on the 3 core areas known as the 3L’s: Life, Leadership and Learn. The Life area focuses on setting students up for success, building life skills and enhancing social skills. The Leadership area focuses on teaching students to lead others positively, build their strengths and becoming LINK’D Ambassadors. The Learn area focuses on helping students learn new ways to cope, develop self-control strategies and deal with difficult emotions.|
|YouthLink||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 Staff 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.|
|YouthSpeak Performance Charity||YouthSpeak Presentations||Trained youth speakers share their personal stories, experiences of struggle and their journey toward improved wellness. The stories are real, engaging, inspirational and relatable. Presentations build empathy and inclusion, deliver messages of perseverance and encourage students to use their voice and ask for help when needed. 'Stepping Up to Leadership' workshops are available to follow-up from assemblies. They highlight the four pillars to developing youth leadership: honesty, inclusivity, drive and compassion.|
|Zya Brown||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. |