This presentation stemmed out of discussions with the Toronto District School Board to examine improved methods of making public schools catalysts for healthier urban environments Public school boards have often acquired their land decades ago. Since then, land values have appreciated considerably. This calls into question the need for these public schools to hold onto their large lot sizes. Could they sell a portion of their land to gain extra funding, or, could they partner with community and other stakeholder interests to leverage their potential to be invaluable catalysts for urban growth and development. There are many opportunities for the contemporary school board to consider. This slide presentation introduces some of those concepts in a visual format.

1. the landscape of education

2. =
the educational landscape

4. educational opportunities

5. urban planning opportunities

6. health
sustainabilitywellbeing
quality
design

7. health literacy

8. level of activity

9. Environmental
Goal: to achieve urban
planning guidelines that
encourages active
transportation and
walkable neigbhourhoods
quality
design
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

10. improving the health of the community
through small campus thinking

11. 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.

12. 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.

13. 3. A clear and efficient layout, with long term flexibility
The 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.

14. 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

18. 5. The building is soundly constructed and
detailed, including interiors and fittings
The 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.

19. 6. The design and facilities
management reduce running costs
This 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.

20. 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.

22. 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.

23. 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.

24. 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

25. new partnerships

26. new partnerships

27. 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

28. new partnerships

29. new culture

30. new involvement

31. new innovations

35. new environment

36. =
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1 =

37. =
=
1 =

38. 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.

46. 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

54. 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

55. Diversifying Development Potential
Sustainable Development
Health & Wellness
Pursuit of Economic
Prosperity
Cyclical Development
Hospitals

56. wellness
health
networks
prosperity
societal expectations
happiness
unable to continue dedicating increasing
amounts of financial resources to traditional
health 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 safety
mental health
physical activity behaviour
identifying and designing a response
to chronic health concerns
policy
the health care system
capital
innovation