the landscape of education

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the educational landscape

educational opportunities

urban planning opportunities

health

sustainabilitywellbeing

qualitydesign

health literacy

level of activity

Environmental

Goal: to achieve urban planning guidelines that encourages active transportation and walkable neigbhourhoods

qualitydesign

Social/Cultural

Goal: to achieve a greater social cohesion and identity in the neighbourhood

Goal: to encourage new opportunities for employment and community involvement

Economic

Goal: to create new economic opportunities for local businesses to establish themselves in high-pedestrian areas of the city.

Goal: to increase property values in stagnant zones of the city

improving the health of the community through small campus thinking

1. The building and grounds should be used efficiently for what is intended.

The school building and grounds must provide the right range of teaching and learning spaces and other facilities to encourage interaction between students and staff and support the delivery of the curriculum.

2. Spaces that work (both inside and out)

A school must ensure the intended number of students can be properly accommodated. This will avoid spaces for teaching and learning becoming too hot or cold, too dark or too bright, too difficult to hear in, be heard or be difficult to teach in. There must be suitable areas for physical activity, eating, socializing and outdoor learning, that are integrated with the school building and grounds. Age appropriate play is important for students to let off steam during break time, helping classroom concentration and promoting incidental exercise.

Students can also learn interpersonal and communication skills through play.

3. A clear and efficient layout, with long term flexibilityThe school building and grounds must allow all students, teachers and parents to easily find their way around, with safe and manageable student movement during the day. Getting this right means teachers will spend their time teaching and not managing movement or looking for stray students. It must be possible to adapt the buildings and grounds to a change of use in the future.

4. The building is in the right location in relation to both other facilities and its users

This means the school and grounds are planned to work with other amenities and the needs and location of its users. The school must be in walking or cycling distance for students and teachers, accessible by public transport, and with adequate space and access for necessary parking and deliveries

5. The building is soundly constructed and detailed, including interiors and fittingsThe school grounds have been designed to allow for flexibility and adaptability and built to a good standard. It must be durable and easily maintained throughout its expected lifetime. When dealing with an existing school or refurbished building, getting the furniture and equipment right for teachers and students has a major impact on the long term success of the school.

6. The design and facilities management reduce running costsThis means the layout and operation of the building aims to maximize comfort while minimizing energy use and other impacts on the environment while taking into consideration how it will be maintained in use. This is achieved by making the most of natural light and ventilation, managing energy use both during the school day and overnight, and students actively monitoring energy consumption.

7. The building is safe and secure and does not exacerbate or encourage crime.Schools must be safe and secure for all students, teachers and parents; designed to aid supervision by teachers, for students to feel secure throughout the day, prevent bullying and zoned to allow out of hours access and operation. Particular areas of concern are corridors, entrances, hidden external spaces, school boundaries, gates and toilets.

8. The building can be used with equal ease and dignity.The building should meet the diverse learning needs of all students, including those with special education needs and social difficulties. Meaningful consultation between the school and surrounding community to ensure their needs are met and that other facilities that can be collocated to better serve the community are delivered.

9. The building and grounds respond to the challenges and opportunities of the site.This means the building encourages use by the community and integrates well with its locality and surroundings.

10. The building and grounds form a coherent whole.Overall, a building and grounds should balance the various requirements for it, and come together as a coherent whole, adding to, rather than detracting from its surroundings

new partnerships

new partnerships

Want carpentry training?

Monday, February 11 Wednesday, February 20 Tuesday, February 26 5 p.m.

Toronto Community Housing Boardroom

931 Yonge Street

(Rosedale subway) click for map

6 p.m. Lawrence Heights Community Centre

5 Replin Road

(Lawrence West subway) click for map

1 p.m. North York YMCA

Employment Centre 4580 Dufferin Street

(Dufferin and Finch)

click for map

Please remove this poster after February 27, 2013

You can register for the program if you: � are 16-29 years old � live in a priority neighbourhood � are out of school and out of work � have completed Grade 10

For more information, please call 416-635-9622, ext. 253

Register now for the CHOICE Carpentry

Come to an information session to learn more:

The 12-week CHOICE Carpentry Pre-Apprentice program offers free training to youth interested in

carpentry, and provides job placement support once the program has been successfully completed.

Program funding provided by: In partnership with:

Pre-Apprenticeship program

new partnerships

new partnerships

new culture

new involvement

new innovations

new environment

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teach learn collaborate-build curiosity-collaborate with teachers, staff and families-apply research-based methods-develop new assessment data to guide students and curricula

-child-centred environment-develop units of inquiry-place-based approach to education-broad-based after-school curriculum

-partnerships with schools around the world-engage families through workshops and volunteer activities-broaden student internship opportunities-develop university opportunities-sharing of practices with public fora, conferences.

A step-by-step guide to the preparation phase

1. Setting up a project management structure

2. Scoping the project

3. Preparing the stakeholder communication plan 

4. Gathering background information

5. Summarizing and mapping information

6. Analyzing information

7. Writing a brief for the design phase

Improving Health Outcomes

Collaborative Process

Identify Problems

Translate Research

Assess the needs

Raise political awareness for chronic diseases

Develop policies that examine economic, legal and environmental policies associated with chronic disease

Reduce risk factors leading to poor health

Engage business as a partner in promoting health and active health

Reduce the health impacts of poverty and urbanization.

Re-orient the health system to incorporate active health concerns.

Place a higher priority on upstream preventative measures to mitigate chronic health issues.

Education & Advocacy

Mapping & Visualizations

Policy Development & Action

Financial Incentives

Apply Innovation

Empower Community

Diversifying Development Potential

Sustainable Development

Health & Wellness

Pursuit of Economic Prosperity

Cyclical Development

Hospitals

wellness

health

networks

prosperity

societal expectations

happiness

unable to continue dedicating increasingamounts of financial resources to traditionalhealth care programs while avoiding the challenges of decreasing chronic disease.

self-management

social determinants of health

Health Inequalities v. Health Disparities

De-Hospitalizing the System

When 1% of our population drives 30% of health costs, and when the top 5% of our population drives 60% of health costs,we need to think about changing the lifestyles of our populations before they arrive at the hospital.

research

technology

partnerships

injuries and safetymental healthphysical activity behaviour

identifying and designing a responseto chronic health concerns

policy

the health care system

capital

innovation