This document is an addendum to Returning to School: A Guide to the Safe Reopening of the

TDSB and is designed to help prepare for schools reopening and welcoming students back into
the classroom.

It is to be used in conjunction with Returning to School: Operational Guidelines – Elementary,

which is available on the Principals’ Return to School website on TDSBweb.

Additional Materials and Support

Please visit the Principals’ site on TDSBweb for access to all documents and information related
to school reopening, including all signage and decals, an addendum for implementation of plans
related to learning and instruction, template letters for families and more.

Relevant Documents and Websites

 Principals’ Return to School website on TDSBweb

 www.tdsb.on.ca/returntoschool
 Ministry of Education: Guide to Reopening Ontario's Schools - July 30, 2020
 Ministry of Education: Ontario's School Reopening Plan Technical Briefing - July 30, 2020
 Expected Practices for Understanding, Addressing and Preventing Discrimination
(accessible version)
TDSB’s Commitment to Indigenous Education, Equity, Anti-Racism and Anti-Oppression

TDSB is committed to providing equitable access to learning opportunities for all students. This
includes our ongoing commitment to human rights, equity, anti-racism, anti-Indigenous racism,
anti-Black racism, anti-oppression, and ALL other forms of racism and discrimination.
Vision for Learning.

This commitment is the foundation of the TDSB Equity Policy. It is the basis of everything we do
and underpins all programming at every grade level.

We recognize that the intersections of social identities of students within schools and between
schools, adds further dimensions and complexities. Therefore, we must ensure that we are
cognizant of the role implicit bias plays and how it can impact students in negative and
discriminatory ways in classrooms and schools. “We will effectively integrate the voices,
choices, abilities and experiences of our students into our school programming [and] be more
responsive to the strengths, interests, gifts, and lived realities of our students as we create and
design our schools and classrooms.” TDSB Multi-Year Strategic Plan

This said, during this pandemic, administrators will centre the work of equity, anti-racism and
anti-oppression in ways that honour the Return to Learning protocols.

Expected Practices for Understanding, Addressing and Preventing Discrimination (accessible

version) outlines for school administrators and staff our professional, moral and legal
obligations to create equitable, safe, respectful, and inclusive spaces for all students, parents,
and staff.
Table of Contents

Elementary – Kindergarten to Grade 8

Overview…………………………………………………………………………………………………….………………….7

Health and Safety Considerations………………………………………………………………………………….10

Hygiene Practices…………………………………………………………………………………………………….10

Classrooms Organization…………………………………………………………..…………………………….12

Movement Throughout the School…………………………………………..……………………………..13

Pick Up/Drop Off……………………………………………………………………..………………………………14

Outdoor Activities …………………………………………………………………………………………………..14

Non-Essential Visitors………………………………………………………………………………….…………..15

Extended Day Program (EDP)………………………………………………………………………….……….15

Shared Materials……………………………………………………………………………………………..…………….16

Misconceptions………………………………………………………………………………………………..……………17

Supporting Early Years – Kindergarten to Grade 3

Setting the Context………………………………………………………………………………………..……………..19

Early Years Guiding Principles ………………………………………………………..……………………………..20

Equity of Access……………………………………………………………………………..……………………….20

Inclusive Spaces……………………………………………………………………………..……………………….21
 Prioritize Health and Safety…………………………………………………………………………..………..21

Ensure Mental Health and Well-Being Through Positive Interactions…….….….…........21

Responsive Relationships………………………………………………………………………….………..……..22

Learning Through Exploration, Play and Inquiry…………………………………………..……………22

Social and Emotional Well-Being………………………………………………………………………..…………..23

In-Class and Remote Pedagogical Approaches…………………………………………………..……………23

In-Class and Remote Play and Inquiry……………………………………………………………..………………24

In-Class and Remote Literacy Instruction…………………………………………………………..……………26

In-Class and Remote Math Instruction…………………………………………………………..……………….28

In-Class and Remote Self-Regulation……………………………………………………………………….…….29

In-Class and Remote Transitions: Flow of the Day……………………………………………….……..…31

In-Class and Remote: The Learning Environment as the Third Teacher…………………………32

Face to Face and Remote Weekly Timetables, A Day in the Life,

Tips for Setting Up Classroom, Frequently Asked Questions, Visuals and
Mentor Text Suggestions……………………………………………………………………………………………….33

Resources………………………………………………………………………………………………………………………35
Elementary – Grade 4 to 8
Foundation for Grade 4 to 8 Programming…………………………………………………………………….36

o Critical Consciousness…………………………………………………………………………………………37

o Building Relationships…………………………………………………………………………………………37

o Fostering Community………………………………………………………………………………………….37

Elementary Subject Specific Guidelines…………………………………………………………………….......38

Understanding Copyright………………………………………………………………………………………………..41

Creating the Conditions for Learning………………………………………………………………………………41

o Critical Consciousness………………………………………………………………………………………..41

o Assessment & Evaluation……………………………………………………………………………………42

o Learning Environment………………………………………………………………………………………..43

o Designing Instruction………………………………………………………………………………………….45

o Further Considerations for Remote Learning………………………………………………………46

Developing Units of Study with an Inquiry Stance…………………………………………………………..47

o Building Community: Gr 4 – 5 Example of Units of Study with an Inquiry Stance

o Building Community: Gr 6 – 8 Example of Units of Study with Inquiry Stance

Further Information……………………………………………………………………………………………………….48

o Tips for Setting Up the Classroom

o Sample Timetables
o Frequently Asked Questions
Elementary – Kindergarten to Grade 8 Overview

Return to In-Person Regular School Day

We are excited and preparing to welcome elementary students back to school to continue their
learning on September 15, 2020. Health and safety is our top priority for both students and
staff.
Toronto Public Health maintains the best way to prevent the transmission of COVID-19 is
through physical distancing. Based on TPH’s recommendation around physical distancing, TDSB
has developed a strategy to ensure that class sizes across the system are reduced as much as
possible while also focusing resources in communities where public health data shows higher
risk of contracting COVID-19.

Schools in communities identified by Toronto Public Health as higher risk for contracting COVID-
19 will have JK/SK classes capped at 15 students, while Grade 1 to 8 classes would be capped at
20. In all other schools, JK/SK classes would be capped at 27, Grade 1 to 3 classes would be
capped at 20, while Grade 4 to 8 classes would be capped at 27.

Plans for the regular school day return include that students in Kindergarten to Grade 8 will:

 Attend school five full days per week

 Receive 300 minutes of instruction per day within a regular school day
 Be in a class with the students cohorted as a group (including recess and lunch) with
their classmates and homeroom teacher (including one DECE in kindergarten)
 Receive the full breadth of programming from their homeroom teacher and specialized
teachers (e.g., Core French teachers)
 Likely experience changes in the timing of recesses, lunches, and bathroom breaks as
they are staggered to limit or avoid interaction with other class groups
 Practice health and safety measures, including physical distancing, hand and respiratory
hygiene and screening for symptoms. Additionally, all students will be required to wear
masks, with exemptions for medical reasons. Regular outdoor breaks will help
support students who may need time away from their mask.

Elementary Virtual Learning

For students whose parents/guardians have chosen to continue their child's learning at home,
there will be four elementary 'Virtual Schools,' each connected with one Learning Centre. Each
of the four Virtual Schools will be fully online and will be staffed with TDSB teachers, principals,
vice-principals, guidance counsellors, and support staff. Students will be taking part in
synchronous (live/online) learning throughout the day with the following maximum class sizes
and synchronous (live/online) learning times:
 Daily Minimum Synchronous Learning
Grade Maximum Class Size
Time Requirement*

JK/SK 29 180 minutes

Grades 1-3 20 225 minutes

Grades 4-8 35 225 minutes

*This is in addition to asynchronous (independent work) learning time.

The synchronous learning time requirements align with the Ministry of Education’s guidelines
for virtual learning.

Educators will maintain an online learning platform, called Brightspace, for all students in the
class and will teach them how to log in and how to continue their learning.

Structure of Day
 Students will be assigned to an online Homeroom with a Homeroom Teacher who will also
be online.
 Daily attendance will be taken.
 Students will have 300 minutes of learning opportunities (synchronous and asynchronous)
each day.
 Large Group Instruction will be scheduled for 40-50% of the day, depending on grade level.
 Guided instruction (small group), synchronous (live), “Check & Connect” (small group or
individual) will also be part of the learning process.
 Independent work will be made available in Brightspace.
 The online Homeroom Teacher, DECE for Kindergarten where applicable, and prep subject
teachers will deliver the grade-appropriate Ontario curriculum.
Expectations for Synchronous Learning by Grade

Synchronous Learning Kindergarten Grades 1-3 Grades 4-6 Grades 7-8

5-6 sessions
per day for 4 sessions per 4 sessions 4 sessions
Whole Group Instruction
short periods day per day per day
of time

Guided Instruction and

Independent Work (Teacher 2 sessions 2 sessions 3 sessions 3 sessions
oversees work and is per day per day per day per day
available for questions)

Synchronous (live virtual) 2 sessions 2 sessions per 1 sessions 1 sessions

Check & Connect per day day per day per day

Time in Minutes 180 225 225 225

Access to Devices
Every student in the Virtual School will be required to have a device. For those without access
to a device, access will be arranged through the student’s home school through the Principal.
Health and Safety Considerations
Outlined below are health and safety considerations and guidelines in a number of areas that
apply to all elementary students and classrooms from Kindergarten to Grade 8. The Returning
to School Operational Guidelines – Elementary (posted to the Principals’ site) provides the
further technical guidelines and this document will provide the identified reinforcement of how
we can implement those guidelines.

Hygiene Practices: Ensure designated handwashing breaks are built into the day.

What does it look like?

Establish and co-construct class routines for hand-washing:

 Proper hand washing steps (e.g., how much hand soap should be used, washing all parts of your
hands, properly turning on/off the tap, etc.)

 If the classroom has a sink, discuss with students ways to maintain physical distance (e.g., 1 person
at the sink at a time, establish a location to form the line, establish the number of people that can
wait in line at a time (depending on the space available in the classroom), use space markers on
the floor to support students to visually see where they should stand to wait their turn).

 Students should use hand sanitizer or soap and water after these situations:
o Every time they enter the classroom (e.g. after using the washroom, gym class or
recess). Note: it may be easiest to dispense hand sanitizer to students as they enter the
classroom.

o Handling high touch surfaces (e.g. door handles, light switches)

o Before and after eating

o Before and after using shared materials/sports equipment

o Upon entering and leaving the school

o After wiping their own nose or their nose being wiped

o After sneezing or coughing

 Establish class routines for using the washroom

 Post visuals by sink that show proper handwashing

Respiratory Etiquette : Maintain respiratory etiquette.

What does it look like?

Model proper mask wearing and handling etiquette with students

 Model how to cough or sneeze with your elbow or a tissue and immediately throw the tissue in
the garbage and wash hands.
 Model how to avoid touching your face, nose and mouth with unwashed hands.
 Using visuals represented by students in your class, demonstrate the steps to respiratory etiquette
visible for students at eye level.
 Set up a section of the classroom that uses visuals to demonstrate proper respiratory etiquette.

“Physical distancing must not compromise supervision or a child’s safety, emotional or psychological
well-being.” Toronto Public Health Guidelines, July 31, 2020

Mask Wearing: Establish Proper Mask Wearing and Handling Etiquette.

What does it look like?

 Masks/face coverings are required for all TDSB students and staff, with some individual
medical accommodations, and there will need to be a community understanding of the
difference; along with a common understanding of when masks do not need to be worn as
part of the schedule of the day.
 Co-construct norms that focus on connecting with peers not correcting their mask wearing.
 Support students who may need time away from their mask by bringing them outdoors for
frequent breaks, as required.
 Provide a fluid learning environment where the indoors and outdoors co-exist so that students
outdoors can have a break from mask wearing.
 Emphasize the importance of not sharing masks.

Isolation Room
As per the Returning to School Operational Guidelines – Elementary (posted to the Principals’
site) there are some considerations as to how isolation rooms could be supported.

We have to be sensitive to the child’s emotional state. We have to be sensitive to the anxiety
that surrounds the isolation room. We need to consider both the student who is being
escorted to the room, along with the class that the student is coming from.

What does it look like?

 Co-construct with staff strategies in how to support the student impacted and the
classroom peers
 Co-construct with staff, the routine to be followed when escorting a student to the
isolation and the conversation that you might have with them as you are walking
 Co-construct with the staff, the conversation you have with your class after the student
leaves and when the student returns
 Co-construct with the staff, clearly defined process to notify parents/guardians that
their child may be exhibiting symptoms
 Co-construct with staff what the conversations might be with the families from the class
about the student who was isolated

Classrooms Organization
When children are in the classroom, to the greatest possible extent efforts should be made to
arrange the classroom furniture to leave as much space as possible between students. If
weather permits, considerations about going outside and engaging in outdoor inquiry should be
given.

What does it look like?

 Have multiple, non-uniform bins of loose parts and or items for inquiry and play that can be
rotated, and allow children to select bins on a daily basis, based on their interest.
 Organize manipulatives by the small groups in the classroom, or co-construct a system with the
students for use and cleaning.
 Organize the space so that it is dynamic - can be changed quickly to meet the children’s varying
needs, and their changes.
 Set up the room for learning. Consider furniture and resources in the room.
 Determine which materials enhance and support learning and eliminate excess furniture such
as tables and chairs to allow for children to spread out as well as access materials on shelves.
 Place tape, signs and other visual markers on the floor, tables, seats, carpet areas and play
areas.
 Create spaces for different kinds of learning and play, ensuring the accommodation of small
groups and individual learning.
 When considering the organization of materials, space them out and consider quantity while
still ensuring children can access them independently.
  Plan activities/games that increase physical space between student while promoting social
interaction.
 Set up similar provocations throughout room so more students have opportunity to explore
while still providing some distance.
 If there are two educators in the room, divide the class into two groups to provide more
opportunities for physical distancing.
 Alternate which indoor and outdoor spaces will be used.
 Engage children in the co-construction of the learning environment.
 Consider installing cues such as stickers or signs at frequently touched surfaces (e.g. water
fountains, doors) to encourage students to avoid directly touching with their hands (e.g. use
your elbow or the back of your hand).
 Continue to ensure materials provided are open-ended and allow for multiple points of entry.
 Limit the number and types of personal items that can be brought into the classroom, and
provide individual cubbies or bins for each child’s belongings.
 Personal items must be clearly labelled with the child’s name to prevent accidental sharing.
 Download, print and discuss these signs with students to encourage healthy behaviours and
consider revisiting these conversations regularly:

o How the Virus Can Spread

o Protect Yourself
o Physical Distance
o Wash Your Hands
o Hand Sanitizing
o How to Wear A Mask

Movement Throughout the School

Create designated routes for students to get to and into classrooms. Provide visual/physical
cues such as tape on the floors to guide appropriate distancing.

What does it look like?

 Co-create visual schedules with children for flow of the day.

 Clearly mark flow or direction in the school for paths that might be taken by the children (e.g.
taking the attendance to the office or going to the washrooms).
Pick Up/Drop Off
Develop procedures that support physical distancing and separate cohorts as best as possible
(e.g. staggering times, using signage/marking on the ground to direct students through the
entry/exit steps). Pick-up and drop-off of students should happen outside the school unless it is
determined that there is a need for the family to enter the setting.

What does it look like?

Create a virtual classroom community in which families feel a sense of belonging are able to
communicate with educators on a regular basis.
 Use the virtual platform (Google or Brightspace) as an opportunity to show families pickup and
drop off as well as other class/school routines.
 Consider bringing programs into the classroom using a virtual forum (e.g. visiting a museum
virtually).
 Invite families to be part of synchronous learning sessions.
 Provide designated times in which you are available to conference with families through video
and/or telephone.
 Consider recording “A Day in the Life of…” for families to feel connected and experience the
realities of their child’s schooling.
 Collaborate with colleagues to think about creative ways to bring outside programs into the school
virtually (Google meets, Webcast, Skype, Live streaming of a program).

Outdoor Activities & Recess

 During outdoor activity, physical distancing is not required within the same cohort/class,
but physical distancing must be maintained between different classes/cohorts as they
should not mix.

 Children should perform hand hygiene before and after outdoor play.

 Students will participate in recess activities with their classmates in accordance with
cohorting protocols and procedures. Masks and face coverings are not required while
outdoors.

 Extend the learning environment beyond the classroom and into the outdoors on a daily
basis by ensuring that time is built into the flow of the day.

 Further resources for programming support is available in both the K-3 and the 4- 8
sections.
What does it look like?

 Have designated materials for outdoor use only that are separated between groups of children.
 Utilize the outdoor learning environment for inquiry and imaginative play.
 Develop a classroom protocol for sanitizing hands before and after outdoor play.
 Continue to communicate effectively and clearly with families, to ensure that children are
equipped to be outdoors every day and provide school solutions to alleviate any barriers.

Prayer Rooms

 A room will be designated as a Prayer Room, as per regular school practice. All physical
distancing and cleaning requirements according to Ministry guidance must apply.

Extracurricular and Field Trips

 Schools can offer clubs and organized sports if physical distancing is possible and
equipment and spaces are cleaned and disinfected between each use.
 Field trips will not take place at this time. They will be reinstated under the direction of
the Ministry of Education and Toronto Public Health.

School Assemblies

 Events such as school assemblies, guest speakers, presentations and/or concerts may
only be held virtually.

Non-Essential Visitors

 Limit volunteers for classrooms, guests and others inside the school but look for virtual
possibilities for community partners and families to complement learning.

 Use of video and telephone should be used to interact with families regularly. Multiple
means of ongoing communication need to be utilized to interact with and respond to
families.

Extended Day Program (EDP)

The TDSB operated Extended Day Program (EDP) takes place in shared classrooms and will be
the first point of the day for many families. The health and safety of our youngest learners and
their families is very important as children transition between EDP and before school care and
their core learning day.
Setting up the shared space in EDP should continue to be done collaboratively with EDP DECEs
and OCT staff who share the learning environment. Extended Day Program classroom teams
will need to establish clear protocols to ensure that shared materials and spaces adhere to all
health and safety requirements, including storage, cleaning and single-use/rotational planning.

The Extended Day Program will provide many opportunities to hear children’s voices when
planning the learning environment, and facilitating ownership of health and safety protocols.

Shared Materials

 Use of shared objects (e.g. gym or physical equipment, art supplies, toys, games) should be
limited when possible, or the objects should be disinfected between each use.

 When possible, toys and class equipment that can be cleaned and disinfected by staff (as
appropriate) should be used.

 Note: TDSB Caretakers have never been responsible for cleaning classroom materials.

What might this look like?

 Keeping shared materials clean and safe for student use is a shared responsibility.

 Educators will need to continue to clean their own equipment, but will need to use disinfectant
which will be supplied by TDSB.

 Do not use plush toys.

 Consider providing individualized bins or packs for art materials and supplies for each child and
label these bins to prevent accidental sharing.

 If sensory materials (e.g. playdough, water, sand, etc.) are offered, they should be provided for
single use.

 Items that cannot be easily cleaned and disinfected (e.g. books) should be removed and stored in a
sealed container for a minimum of 7 days

 Create a daily disinfecting shared space checklist that all staff sharing space can reference

 If shared spaces with Before and After School, assign specific toys and play structures to one
cohort and consider using identification systems to prevent the sharing of items between cohorts
(e.g. colour coding). If there are communal objects, then shared responsibility for cleaning of
materials and checklist created to keep track of the cleaning.
 Label and tag a large bin in the classroom where children know where to place used materials. If
possible colour code bins (e.g. red bin for pattern blocks, blue bin for link cubes, green bin for toy
cars with visual labels).

 Offer time, space and materials at centres that are staggered and have a maximum number of
students.

Consider:

 A cleaning station that students can drop/wipe objects in at the end of each learning session.

 Individual bins of materials for students to use while playing, collaborating with peers.

 Co-create guidelines for playing with toys and manipulatives with children in order for them to
gain a deeper understanding of how to socialize while maintaining physical distance.

Misconceptions
 Hand hygiene practices are not possible if the classroom does not have a sink
 All students must wait in line at the same time to wash their hands
 Students are too young to wash their hands thoroughly by themselves
 Students will maintain respiratory etiquette perfectly once taught to do so
 Correcting respiratory etiquette is the most important focus
 When teaching students health and safety measures, it is important to always correct students in
front of their peers so that others can learn from them too
 If students do not properly wear their masks, they must be corrected at all times before
instruction occurs
 Children should be kept apart at all times, and the learning environment should be designed with
an emphasis limiting access to materials
Misconceptions Continued
 Children cannot play or interact with one another
 Children are not ever allowed to share toys
 Calming spaces are discouraged
 Children are not allowed to read and share the same book
 Educators are only to teach from the front of the room
 Children must be kept 1m apart in small spaces all day
 Movement should be limited and children are encouraged to be confined to a singular space
 Children are not allowed to leave their class
 Families must leave children in outside waiting area and leave immediately
 Families are never permitted inside the school
 Personal belongings are not permitted to be brought to school
 Outdoor play is optional and only done when time permits in the daily schedule
 Learning outdoors can only happen during warm seasons
 Learning in the outdoors requires travel beyond the school grounds
 Children must be taught to self-regulate by educator-directed mindful activities
 Outdoor play is free time and not connected to learning
 Snack time must occur at the same time in the day for all children and all children should eat at
the same time so they can be monitored for proper health and safety measures
 There is learning time and then time for eating and children can play only after they have finished
their ‘work’ or have finished eating
 It is safer for students to sit in their designated chairs by desks all day long
 Play is only for kindergarten students
 Families are not able to be part of a child’s learning
 No outside programming can be brought into the school since non-essential visitors are not
permitted
 Without being able to have non-essential visitors, experiential learning is now limited
 Regular communication with families will likely be challenging
 All toys should be removed from the classroom
 Educators are not responsible for the cleaning/disinfecting of toys
 Children are not able to move freely throughout the classroom while engaging in different learning
opportunities
 In order to be safe, children need to be sitting at their own spot, completing worksheets with their
own writing materials

Above is a list of common misconceptions related to children and their interactions with their
environment, peers, educators and family regarding Health and Safety measures during this return to
learning time.
Supporting Early Years – Kindergarten to Grade 3

“Ensuring children’s health and physical well-being is important, but we also know that early
years programs play a critical role in supporting their learning, development, and emotional
well-being.
We know that it is critical to put measures in place that support the immediate health and
safety of children, families and educators, however emotional well-being should be given the
same level of care and attention.
Neglecting children’s need for responsive and caring relationships and for environments that
support exploration, play and inquiry can result in significant long term risks to children’s mental
health, well-being and capacity to learn.”

(Building on How Does Learning Happen, 2020)

“[...] while physical distancing and its role in the prevention of infection transmission should be
discussed with students of all ages, it is likely not practical to enforce strict physical distancing in
elementary school children, especially during periods of play. [...]Interaction, such as playing and
socializing, is central to child development and should not be discouraged.”

(COVID-10: Guidance for School Reopening, p. 9); TDSB Return to School: A Guide to the Safe
Reopening of the TDSB, p. 3)

Setting the Context

As Early Years educators, both in the regular and French Immersion settings, the way that we
position learning will now have a greater impact for our youngest learners. It is important that
we engage in deep considerations with purpose and intentionality with respect to what we
need to do and how we need to do it. “Ensuring children’s health and physical well-being is
important, but we also know that early years programs play a critical role in supporting their
learning, development, and emotional well-being. We know that it is critical to put measures in
place that support the immediate health and safety of children, families and educators,
however emotional well-being should be given the same level of care and attention. Neglecting
children’s need for responsive and caring relationships and for environments that support
exploration, play and inquiry can result in significant long term risks to children’s mental health,
well-being and capacity to learn.” (Building on How Does Learning Happen, 2020)
 With this in mind it is essential that we think carefully about the in-class learning environments
we co-create, the resources we use and share and how we engage in providing authentic
learning opportunities that honour students’ voice and choice while adhering to the Health and
Safety Guidelines. Guidelines and Principles for engaging in operationalizing our actions,
considerations for learning environments, and constant reflection will be paramount in
ensuring learning occurs for all our children.

Early Years Guiding Principles

Physical distancing must not compromise supervision or a child’s safety, emotional or psychological well-being.”

Toronto Public Health Guidelines, July 31, 2020

Equity of Access
Educators should ensure children have the right to access innovative teaching and learning,
programs, resources, and services that ensure achievement and success for all students and
that are grounded in principles of Anti-Racism, Anti-Black Racism, Equity, Acceptance, and
Inclusion.

 Educators always maintain high expectations for all children to learn and succeed.

 Educators ensure that programs are grounded in culturally relevant and responsive
pedagogy.

 Educators assure that the diversity and unique needs of each and every student are
reflected in programming to ensure success.
Inclusive Spaces
Educators secure that programs reflect an inclusive curriculum and that the learning
environment honours multiple perspectives, meets individual needs, ensures equitable access,
participation and outcomes for all children, and is free of harassment and discrimination.
Children feel a sense of appreciation for who they are and know that their strengths and
experiences are valued.

 Educators ensure that children with special needs are welcome, feel accepted and safe
(emotionally and physically) within their learning space and that their contributions are
important and valued (e.g. co-constructing ideas for what a specific space might look like).

 Educators honour and value multiple identities, diverse needs and varying abilities
within curriculum teaching, curriculum material, and assessment styles.

 Educators are aware of how power, privilege and worldview can impact student‐teacher
and student‐student relationships, and understand how to interrupt inequities which may
exist (e.g. ensuring that texts chosen do not reinforce stereotypes about certain groups of
people).

Prioritize Health and Safety

The immediate health and safety of our children, families and educators are at the forefront of
all considerations, while still maintaining the integrity of a play- and inquiry- based Early Years
program that honours the appropriate learning and development of our youngest learners.

 Educators ensure that the socio-emotional needs of children surpasses the need for physical
distancing in situations (e.g. in situations that may pose a threat to the safety of a child such
as being hurt or requiring assistance for their physical well-being and/or safety).

 Educators follow appropriate protocols to ensure proper disinfecting of shared materials

and recognize that this is a shared responsibility (e.g. a communal bin for shared items to be
placed in for cleaning).

Ensure Mental Health and Well-Being Through Positive Interactions

Educators develop programs that support students’ emotional well-being and mental health
through positive interactions that are rooted in an understanding of child development and the
broader contexts within which this development is happening (e.g. local, social, cultural,
economic).

 Educators ensure that programs include all students, including students with differing
abilities, and that all students feel valued, and connected to and are able to make positive
contributions to the group, community, and natural world.
 Educators focus and spend time on connecting with children and families not correcting
student behaviours around health and safety measures

Responsive Relationships
All students should feel valued and connected to others, while educators and schools prioritize
re-establishing relationships and building strong connections with children and their families in
a positive manner.

 Educators create programs that are developmentally responsive so that all children
participate fully and in ways that are comfortable for them.

 Educators are mindful that when wearing face coverings and masks, it is important to
ensure that children feel connected to the adult in the room and are able to read visual
cues, body language in order to develop a responsive relationship with educators.

 Educators plan ways to teach, develop and nurture social emotional skills throughout the
day.

Learning Through Exploration, Play and Inquiry

 Educators’ planning and programming reflects the belief that all students are competent
and capable of complex thinking, curious and rich in potential. Students are able to engage
in play, inquiry and learning that honours the appropriate developmental stages and
characteristics of early years learners.

 Educators ensure that programming centres around play as it is developmentally

appropriate and essential for social growth and development of our young learners and
look for opportunities so that physical distancing does not negate play.

 Educators understand and implement opportunities where children experience play and
inquiry and develop skills that promote socializing, interacting, connecting, and
communicating with peers. However, educators also recognize that differentiation and
individualization may occur (e.g. each student having their own bin of materials to use while
playing with others) while maintaining appropriate distance from each other.

“It is likely not practical to enforce strict physical distancing in elementary school children,
especially during periods of play. Cohorting (discussed in Item #5) is an additional strategy that
can be used to facilitate close interactions, while minimizing the number of potential exposures.
Interaction, such as playing and socializing, is central to child development and should not be
discouraged.” (Recommendations for School Reopening, Sick Kids Report, p.6)
 Social and Emotional Well-Being
The focus on mental health and well-being must be at the forefront of academic learning,
especially during this time when students have been away from school for many months. A
positive, constructive, relevant and respectful classroom will contribute to mental health. Well-
being is at the centre of academic learning. The very first principle of a crisis response is to
model calmness which can only be done by the adults on behalf of the students. In order to
help reduce their stress, anxiety and fears, educators, staff and administrators need to be
consistent in providing a welcoming, reassuring message of “hope” to all of our
students. When children and youth “see” and “hear” that all of the adults have come together
as a harmonized system with a message of “hope” and that we have prepared a plan that brings
clarity and meaning to their day/week, we are providing them with the reassurance that
supports their safety and well- being. All children and youth will respond better to a calm,
planned re-entry with routines and structures in place that addresses the issues they may be
worried about. With young children, their ability to express their emotions can help them to
understand and articulate how they are feeling and make it easier for us to discuss how they
are feeling and how they are coping: Building Emotional Vocabulary.

Social and Emotional Learning skills need to be taught and modelled within an anti-oppressive
framework. Children and youth cannot simply be expected to already possess these skills. It is
the adults’ role to create conditions that allow for children to self-regulate and develop these
skills. Social and Emotional Learning (SEL) refers to:

1. Stress management and coping skills

2. Emotion identification skills
3. Positive motivation skills
4. Relationship skills
5. Self-confidence and identity skills
6. Critical and creative thinking skills

In-Class and Remote Pedagogical Approaches

“It is likely not practical to enforce strict physical distancing in elementary school children, especially
during periods of play. Cohorting (discussed in Item #5) is an additional strategy that can be used to
facilitate close interactions, while minimizing the number of potential exposures. Interaction, such as
playing and socializing, is central to child development and should not be discouraged.”
(Recommendations for School Reopening, Sick Kids Report, p.6)
 In-Class Considerations: Remote Considerations:

 Focus on building responsive relationships  Provide predictable learning opportunities

with students by getting to know them and with high quality instruction.
allowing them time to get to know classmates.
 Program will be delivered through
 Ensure that students are provided with time to asynchronous (independent learning with
learn through exploration, play, and inquiry, online resources) and synchronous (together
in unique ways that still allow physical as a large or small group and teacher-led)
distancing while ensuring students still have an learning.
opportunity to learn from and with each other.
 To ensure equity of access, lessons should be
 Re-assess use of space and materials ensuring saved so students and families can use them at
that the environment is used as a third times that may be more convenient for the
teacher. family.

 Continue to implement effective pedagogical  Refer to Refined Remote learnings

documentation practices to determine next expectations as a guide to your pedagogy
instructional moves for both the student and online. Consider how to CONNECT,
educator. COMMUNICATE, COLLABORATE and
CELEBRATE online.
 Assessment practices must support the seven
fundamental principles of assessment as  Assessment practices during remote learning
outlined in Growing Success (2010) and must continue to support principles and
Growing Success Kindergarten Addendum procedures in Growing Success (2010) and
(2016) Growing Success Kindergarten Addendum
(2016) as well as the TDSB’s Supporting,
 Continue to engage in reflective practice, Assessing and Reporting Student Achievement
understanding that the space, teaching and and Well-Being
learning may continually need revisiting.
 In French Immersion, be mindful that, in a
 Due to the fact that educators will be wearing remote learning situation, the educator
masks, students will not be able to read facial provides the only exposure to French for the
cues as effectively. Consider talking less and students and so should use the target language
modeling more. Use modeling and visuals to exclusively.
support lessons and instructions. Encourage
students to restate your instructions for their  Also recognize that there is no expectation
peers to ensure instructions and key ideas are that families speak French in the home and so
repeated multiple times, to increase student any tasks students are invited to complete
engagement, agency, and independence. offline should honour that reality.
 In-Class and Remote Play and Inquiry

In-Class Considerations: Remote Considerations:

 Difficult events of the past several months (Covid  Guided inquiry using jamboard, padlet
19, Anti-Black Racism, systemic inequities) can
become opportunities for learning. Utilize an anti-  Loose-parts provide opportunities for students
bias lens to provide Culturally Relevant and to collect loose parts within their homes
Responsive Pedagogy.  Provide opportunities for students to share
 Rich texts that foster student identity: their wonderings/explorations at home as the
starting off point of inquiry.
o Hair Love, Matthew A. Cherry
o I Believe I Can, Grace Byers  Allow students to determine what and how
o I Am Enough, Grace Byers they document their learning.
o My People, Langston Hughes  Consider the lived experiences of students.
o How Nivi Got Her Names, Laura Deal What materials will they have readily
 Small Group – Loose Parts distributed in ziploc accessible at home? Is the activity relying on
bags to ensure each child can participate in play an adult to assist or can the child complete the
and limit shared material use task independently?

 Use rich children’s book to spark inquiry: Sample remote activities:

o I Wonder, Annaka Harris o https://docs.google.com/presentation/d/1sr-

o What Do You Do With an Idea xAlqQCP02bqDHr-
o The Little Boy who Lived Down the the _JeIfcnWyE9fRBWRcYBVHo_qQ/present?slide
Drain =id.p
o Rosie Revere Engineer  Consider how to program around the
o Iggy Peck Architect strengths of ELL learners. Determine what
o Ada Twist Scientist resources may be required to create optimal
learning opportunities.
 Provide for small group opportunities with visual
markers for physical distancing.

 Plan activities that increase space between

children.

 Consider humming instead of singing while

wearing masks.
 Provide opportunity for play based learning while
physical distancing.

 Create similar provocations throughout the room.

 Ensure adequate materials are available at each

centre to promote individual use rather than
sharing (e.g. one clipboard per student) when
possible.

 Students can collaborate in a group setting by

utilizing technology (e.g. laptop, chromebook
iPad). Various digital tools can be used (e.g.
Shared Google Docs, Google Slides, Padlet, Book
Creator, Jamboard…). As students may require
support to read online articles/texts, conduct
research, and write, the use of assistive
technology tools, like Read and Write for Google
Chrome, can be employed.

Note: To learn more about technology tools, visit

TDSB Digital Lead Learners website:
https://sites.google.com/a/tdsb.on.ca/dll/home

In-Class and Remote Literacy Instruction

In-Class Considerations: Remote Considerations:

 Guided Reading groups may consist of 2 – 4  Focused instruction; consider synchronous

children to ensure physical distancing. and asynchronous opportunities to provide
greater flexibility for families sharing a device.
 Consider where small group instruction may take
place (e.g. sit on the floor in order to have more  Daily instruction based on a comprehensive
space to physical distance; use visual cues (i.e. literacy program (Modeled, Guided, Shared,
tape on the floor) to signal for students where to Independent) focused on phonological
sit in a physically distanced appropriate way; have awareness, phonics, vocabulary,
students bring chairs to the carpet and sit comprehension and fluency.
physically distanced using the visual cues to
 Use intentionally selected, culturally relevant
 support placement of chairs). and responsive texts.
(Toolkit for Selecting Equitable and Culturally
 Use intentionally selected, culturally relevant and Relevant and Responsive Resources)(Toolkit
responsive texts. for Selecting Equitable and Culturally Relevant
(Toolkit for Selecting Equitable and Culturally and Responsive Resources in FSL)
Relevant and Responsive Resources) (Toolkit for
Selecting Equitable and Culturally Relevant and
Responsive Resources in FSL)
 Whole and small group instruction through
 Mentor texts focus on identity, developing Google Meet or Virtual Classroom using
relationships, and creating community (Belonging Brightspace
and Contributing)Gr. 1 Lesson Idea

 Daily read-alouds and shared reading

 Mentor texts focus on identity, developing
 Opportunities to build oral language skills through relationships, and creating community
play (Belonging and Contributing)

 Co-create texts using online platforms (ex. Book  Use Virtual libraries (ex. TDSB Library, Tumble
Creator); student voice and choice Books, bookflix).

 Consider creating literacy bins/book bins for  Co-create texts with students using Book
students; provide students the opportunity to Creator based on student interests.
select texts; include bag with
pencil/markers/crayons (writing kit).  Small group reading (shared or guided)

 Guided reading can also be done using online  Provide authentic writing opportunities
texts (each student uses a device to access a copy
 Use some of the following books to engage
of the text).
children and their families in discussions about
 Continue to provide a print-rich environment and race and racism:
integrate language activities with other subject o Diverse Children’s Books Virtual Library
areas (e.g., social studies, science, health) to by TDSB Teacher-Librarians Alanna
develop background knowledge and vocabulary, Julian and Alexandra Sorian.
that is a vital component to literacy and academic
success.  Use digital whiteboard tools, like Jamboard
(Google Chrome extension), while teaching.
Access to Books:
Remotely. Jamboard can be used during the
 Students can be provided opportunities to select lesson or shared with students as an activity.
books to read on a weekly/biweekly basis.
 o Books can be stored in a big ziplock bag
(Material 2432 from TDSB DC Catalogue).

o At the end of the period (1-2 weeks), the

books will be quarantined for 7 days before
recirculation.

o Afterwards, students can select another set of

books.

In-Class and Remote Math Instruction

In- Class Considerations: Remote Considerations:

 Ensure students have access to math  Introduce and model the use of online
manipulatives and establish routines for their use manipulative resources (e.g. www.mathies.ca;
(e.g. create individual manipulatives boxes for https://toytheater.com/) mathies version
students; teach students where to put française.
manipulatives after use to be disinfected).
 “Students should continue to have
 “Students should continue to have opportunities opportunities to work with a partner or small
to work with a partner or small groups and use groups and use math manipulatives.” (TDSB
math manipulatives. To adhere to physical Return to School, p. 33) To encourage
distancing, during partner and small groups, collaborative work during online learning, use
students can work on large chart paper, assign a TDSB Board approved digital tools such as
scribe or have each student document group Google Slides, Google Jamboard, and Google
strategies and solutions.” (TDSB Return to School, Docs.
p. 33). Consider using digital tools to support
collaboration and documentation of learning.  Encourage students to use found and/or
natural materials (e.g., bread tags, stones,
 Provide opportunities for learners to explore bottle caps, etc.) at home as concrete
mathematical concepts through inquiry and play- manipulatives.
based learning opportunities using manipulatives;
plan for disinfecting between cohort/student  Use teacher created interactive digital learning
usages. opportunities (e.g., drag and drop activities
such as ten frames) using TDSB approved tools
 Whole group cohort and small group instruction (e.g. Google Slides or Google Jamboard).
and consolidation
o Incorporate the use of digital collaboration
 Invitations and provocations with a math focus; tools (e.g. Jamboard).
number of students limited by space
 Co-construct shared reading texts with
 Introduce and model the use of online students using TDSB approved digital tools
manipulative resources (e.g. www.mathies.ca; (e.g. Google Slides) highlighting mathematical
https://toytheater.com/) mathies version concepts.
française
 Align math instruction, assessment, and
 Use teacher created digital tools (e.g., drag and evaluation with the updated Ontario Math
drop activities such as ten frames) using TDSB Curriculum, 2020.
approved tools (e.g. Google Slides or Google
Jamboard).  Social-emotional learning skills (SEL) and math
processes are embedded to promote student
 Social-emotional learning skills (SEL) and math well-being as capable and confident math
processes are embedded to promote student learners (Ontario’s New Math curriculum for
well-being as capable and confident math learners grades 1-8.) www.ontario.ca/page/new-math-
(Ontario’s New Math curriculum for grades 1-8). curriculum-grades-1-8#grade3
www.ontario.ca/page/new-math-curriculum-
grades-1-8#grade3)

In-Class and Remote Self-Regulation

In-Class Considerations: Remote Considerations:

 Co-create a visual schedule with a predictable  Have students complete a reflection journal in
flow of the day that includes health and safety which they can draw and write about their
guidelines thoughts, feelings and/or reflections.
Template – Wellness Journal and Journal du
 Arrange visual representations of Health and bien-être
Safety measures.
 Students can complete reflection journals
 Co-create visuals of various facial expressions so through digital recordings.
students and educators can point to the one they
are feeling.  Get to know what types of activity or
movement breaks students enjoy engaging in
 Co-create a calming corner with calming tools (e.g. yoga, dance, fitness, etc.). Ask questions
(stress ball, play dough, books). or have students complete a survey (such as a
 Allow students to eat their snack when they feel Google Form). What activity or movement
hungry. Develop routines for self-selected snack breaks work best in the morning? What about
time (e.g. wash hands/ sanitize before eating, and the afternoon?
signs of how to on snack table for children to see).
 Allow students to eat and drink when they are
 Many First Nations, Métis and Inuit families may hungry and thirsty during online sessions.
be more used to a “co-regulation” model (e.g. Encourage students to mute their microphone
natural, everyday family interactions, as well as if they are eating ‘noisy’ food.
instruction, support, coaching, and modeling for
self-regulation skills within these and other warm,  Co-create a predictable daily visual schedule
responsive relationships, rather than the student and engage students’ and families
being seen as solely responsible for regulating perspectives of learning.
their behaviour, attention, etc.

Various strategies to avoid students crowding or

lining up to show teachers their work/ask a
question:

 Establish hand signals for various purposes (e.g.

raise their hand for asking questions, create a ‘w’
sign with their fingers to show the need for use
of washroom, …)

 Write their name on a chart paper/sticky note

and post on chart paper.

 Write their question on a sticky note and post it

in the “Parking Lot”. A “Parking Lot” is a piece of
chart paper posted on the wall/bulletin board
where students can post their
thinking/questions. Various “Parking Lots” can
be displayed around the classroom to avoid
students crowding in one place (e.g. divide the
classroom into quadrants and post 1 Parking Lot
in each quadrant).

 Use “Gallery Walk” strategy for students to

demonstrate and share their learning.
Students leave their work on their desk and the
teacher can circulate the classroom to examine
 student’s progress.

Be mindful of tone and energy: Since many students

and teachers are wearing masks, it is difficult to
identify facial expressions. Be aware of how tone of
voice, volume or body language conveys
messages. For example, voice may be louder since
there is a mask and a shield that is worn. Students
may misinterpret the message Consider the use of
certain words, phrases, or signals to indicate positive
emotions and expressions of gratitude for student
achievements.

In-Class and Remote Transitions: Flow of the Day

In-Class Considerations: Remote Considerations:

 Provide visual schedule for learners (first and then  Be flexible and patient with students who may
charts if needed). enter synchronous meetings late or who may
enter and re-enter due to connectivity issues
 Minimize the number of transitions throughout or other factors in the home.
the day.
 Review and reflect on the Flow of the Day with
 Cohorts can alternate between the indoor and students and families. Are the scheduled times
outdoor learning environment (OCT & DECE). for synchronous meetings working for
families? How might they be altered to ensure
 Small group snack table
maximum participation from all learners? (e.g.
 Co-construct the Flow of the Day with students. Student A would benefit from switching their
Small Group Synchronous instruction to a
 Provide visuals to support students with different group’s time).
transitions.
 Encourage students to eat, drink and use the
 Allow for more time during transitions for hand washroom as needed. Teach, model, and
hygiene practice how to turn on and off their
microphones and cameras.
 Be flexible and revisit information frequently to
ensure students have an understanding of the  Incorporate movement breaks (e.g. stretching,
flow of the day. jumping jacks, dance break, GoNoodle, etc.).
Morning Meeting and Routines:  Use a visual timer to support transitions (e.g.
physical timer near teacher that students can
 Share the schedule for the day. see when the teacher’s camera is on; a digital
timer).
 Review safety routines.

 Activities like community circles are best done

outdoors where physical distancing expectations
can be observed.

In-Class and Remote: The Learning Environment as the Third Teacher

In Class Considerations: Remote Considerations:

 Provide time for students to explore their new  Practice understanding and acceptance when
learning environment; co-create the space with students are absent from online meetings.
the students.
 Consult families to determine what materials
 Create invitations for learning; indicate number of students may have access to at home. Provide
students that can participate at a given time; information and tips to support families
provide a collection of loose parts for each new collect materials to create loose parts kits for
student engaged in the invitation. students to use at home using found
materials.
 Provide similar provocations throughout the room
so more students have opportunities to explore  Ensure and practice flexibility with students
provocations. and families when addressing concerns, or
issues that may arise.
 Provide a variety of learning materials in smaller
quantities in multiple containers (e.g. loose part
kits in small boxes for students, manipulative kits
in individual ziploc bags).

 Allow for more time during transitions for hand

hygiene.

 Encourage students to interact with one another

with appropriate physical distancing. Be mindful
that students may feel anxious about being close
 to others and create cues to support them to
understand what a safe distance looks like (e.g.
both friends stretch out their arms and make sure
their fingertips can’t touch).

 Use gentle prompting and visuals to remind

students to check their distance when they are
too close.

 Avoid creating further stress and anxiety for

students around physical distancing.

 Bring the learning outside as often as weather

permits. Materials in portable containers as well
as items such as clipboards will help facilitate
outdoor learning opportunities.

Examples of Face to Face and Remote Weekly Timetable, A Day in the Life, Tips for Setting Up
Classroom, Frequently Asked Questions, Visuals and Mentor Text Suggestions

Kindergarten Grade 1

Kindergarten Weekly Timetable ( In

Grade 1 Weekly Timetable (In Class)
Class)

Remote Kindergarten Weekly

Remote Grade 1 Weekly Timetable
Timetable

A Day in The Life of Kindergarten (In

A Day in the Life of Grade 1 (In Class)
Class)

A Day in The Life of Kindergarten

A Day in the Life of Grade 1 (Remote)
(Remote)
Tips for Setting Up a Kindergarten
Classroom
Tips for Setting Up a Grade 1 Classroom
Example of Classroom Setup

FAQ’s FAQ’s

Visual To Support Health and Safety Visual To Support Health and Safety Protocols and
Protocols and Programming Programming

Mentor Text Suggestions Mentor Text Suggestions

Grade 2 Grade 3

Grade 2 Weekly Timetable (In Class) Grade 3 Weekly Timetable ( In Class)

Remote Grade 2 Weekly Timetable Remote Grade 3 Weekly Timetable

A Day in the Life of Grade 2 (In Class) A Day in The Life of Grade 3 (In Class)

A Day in The Life of Grade 2

A Day In the Life of Grade 3 (Remote)
(Remote)

Tips for Setting Up a Grade 2

Tips for Setting Up a Grade 3 Classroom
Classroom

FAQ’s FAQ’s
 Visual To Support Health and Safety Visual To Support Health and Safety Protocols and
Protocols and Programming Programming

Mentor Text Suggestions Mentor Text Suggestions

Resources
This document was created to support educators and administrators in ensuring the successful
implementation of TDSB’s Safe Return to School while maintaining the integrity of Early Years
planning and programming. The document was created based on recommendations from the
following documents:

 Ministry Reopening School Plan

 Recommendations for School Reopening, Sick Kids Hospital
 Returning to School: A Guide to the Safe Reopening of the TDSB
 Toronto Public Health Guidance for Child Cares, July 31 2020
 Building on How Does Learning Happen
 The Kindergarten Program 2016
 Before and After School Programs Guide
 Gentle Re-Opening of Schools Guidelines
 Toronto Public Health Pandemic Plan: A Guide for Schools
 Toronto Public Health COVID-19 Guidance: Elementary and Secondary Schools
Elementary – Grade 4 to 8

This Grade 4 to 8 section is an extension of the Returning to School: Elementary Operational

Guidelines and is based on the Guiding Principles on page two of this document. Whether
teaching in person or remotely, effective instruction that is grounded in research based
pedagogy is the foundation of programming. The Operational Guidelines provide the physical
environment requirements. The Programming Guidelines provide the teaching, learning and
assessment requirements grounded in our existing practice aligned to Ministry Curriculum and
Documents.

We are living in unprecedented times, but it sure feels like our current reality is unparalleled to
anything that we have experienced before in living memory.

 Returning to the school day requires us to adapt our practices for health and safety
requirements while maintaining a focus on student achievement and wellbeing.
 Remote learning requires us to adapt our practices based on the virtual platform while
maintaining a focus on student achievement and wellbeing.

Starting with the foundation for programming, establishing subject specific guidelines, working
through setting the conditions for learning and building a unit of study with an inquiry stance
provides educators multiple entry points to utilize this section. After we figure out the school
schedules and how our classroom physical layout works, our programming must be dynamic,
interactive and responsive to engage students and meet their needs.

Foundation for Gr 4 to 8 Programming

As educators, we are accustomed to encountering new challenges in and out of the classroom.
The challenge of returning to school while navigating through a global pandemic will not be
easy. The challenge of having difficult conversations around systemic inequities while living in
one of the largest civil rights movements will not be easy.

As educators, we have the responsibility to face these issues with vulnerability, compassion,
and hope. Uncertainty can be scary but it can also be a catalyst for change. Many scholars share
the idea that strong leaders cannot create change unless they are willing to be disturbed.
Wheatley (2002), for instance, reminds us that “we have to let go of our certainty and expect
ourselves to be confused for a while”. How do we deal with this uncertainty and confusion?
There is no definitive answer and there will probably never be one. But there are actions we
can take that will help us during these uncertain times. As a District, we have emphasized the
importance of developing critical consciousness, building relationships, and fostering
community with students and their families.
Critical Consciousness
Critical consciousness allows us to gain a critical understanding of what’s happening in and
around us. It is an awareness of our biases and privileges, and how systems of power create
unequal relationships and outcomes. Why do people experience consistent discrimination
based on who they are? How has COVID 19 affected people differently based on their identities
and lived experiences? These questions, along with the other questions we will inevitably hear
this school year, cannot be authentically discussed without a critical consciousness. We can
only strengthen the critical consciousness of students when we also simultaneously strengthen
our own.

Building Relationships
When we are self-aware, that is when we can start building meaningful relationships with
students and their communities. As we know, learning is relational. It hinges on the trust that
develops between us and students. Indigenous ways of knowing and being have shown us that
genuine learning takes place when we centre not just the cognitive needs of the learner but
also their social, emotional, and spiritual needs. Building meaningful relationships within the
classroom inspires the learner to embrace the uncertainty that is always present in true
learning. Meaningful relationships will always be more about learning than teaching. Learning
about ourselves and learning about others is one of the first steps in developing a critical
consciousness.

Fostering Community
When we strengthen our critical consciousness and build meaningful relationships, we create a
sense of community in our schools. We, as administrators, teachers, students, and families, can
cultivate communities that foster a sense of belonging in and out of the classroom. We all want
to belong and to be cared for. We all need community now more than ever. Intentionally
engaging in a sharing circle check in with your class could be the reason students feel safe,
motivated, and eager to learn. A community is similar to a family; it involves ups and downs,
negotiations, and boundaries. When we negotiate with respect and set boundaries with love,
we belong to a community that motivates us to become better individuals every day.

There are many things we cannot control right now as we head back to school. We have
difficult challenges in front of us. While this document attempts to provide you with tangible
ways to successfully grapple with these challenges, there is no one size fits all solution. One
thing is clear. We cannot afford to neglect or undermine the importance of developing a critical
consciousness, building meaningful relationships, and fostering community in our classrooms.

It will not be easy. We must be vulnerable. We must be compassionate. We must be hopeful.

Subject Specific Guidelines

As soon as we talk about the foundation that we are working from, the next question generally
focuses on the topics that we teach. The subject specific guidelines have created for return to
school for your support. They are taking into consideration Equity & Anti-Oppression, Global
Competencies, Universal Design for learning, Health and Safety Guidelines, and Assessment &
Evaluation for both in person and remote learning.

Elementary Subject Guidelines

Subject Resource Link Resource Link

(In Alpha Order) Elementary (K-3) Elementary (4-8)

The Arts Elementary Drama and Dance

Elementary Music
Elementary Visual Arts

Early Years Early Years Website

Early Years Remote Learning Website
Early Years Remote Resources

English/Literacy English/Literacy Website K-12

Adolescent Literacy Plan: Closing Literacy Gaps
Literacy Grade 4-8 Remote Resources

Equity Toolkit Building Critical Consciousness: Support for Developing Learning

Resources and Well-being Experiences: Equity, Anti-Racism and Anti-
Oppression
 Website includes Toolkits for Selecting Equitable and Culturally
Relevant and Responsive Resources for:
o K-12 English and Language
o French as a Second Language
o Mathematics
o Social Sciences (History, Geography and Social Studies)
 Website also offers pedagogical considerations when teaching
in Remote Learning Environments
ESL Elementary (K-8) ESL Considerations

French  French Program Considerations (posted on the Principals’ site)

 TDSB FSL Google Site - to support all FSL program staff and
administrators
 FSL Google Site - Remote Learning Support - to support all FSL
program staff and administrators with remote learning
 FSL Resources by Grade
 FSL Resources for Families Google Site - to support families
during remote learning
 Ministry of Education - Curriculum Documents
 Including Students with Special Education Needs in FSL
 Inclure les ÉLÈVES AYANT DES BESOINS PARTICULIERS dans les
programmes de FRANÇAIS LANGUE SECONDE
 Welcoming English Language Learners into FSL Programs
 Accueillir LES APPRENANTES ET LES APPRENANTS DE LA
LANGUE ANGLAISE au sein des programmes de FRANÇAIS
LANGUE SECONDE
 Assistive Technology Tools available for FSL
 https://sites.google.com/tdsb.on.ca/tdsbat/home
 Teachers’ Gateway to Special Education / L’enseignement pour
les besoins spéciaux
 Carréfour pedagogique OPHEA
 TDSB Virtual Library French section

On Health and Heath and Physical Education Re-Opening for September 2020
Physical Education
TDSB HPE Elementary Resource Google Site
Contains:
 Curriculum Information
 TDSB Lesson Plans (3-Part Lesson) for health and physical
literacy
 Concussion Information and associated forms for TDSB Return
to Learn and Return to Physical Activity
 Resources for Teaching Games for Understanding (TGfU)
 Ontario Physical Activity Safety Standards (Ophea)
 Fitness/ DPA Activities
 Google+ Community for TDSB Educators
Early Learning/Kindergarten Resources
 TDSB Alcohol Misuse Prevention Website
TDSB Cannabis Misuse Prevention Website
TDSB E-Cigarette & Vaping Misuse
Prevention Website
TDSB Healthy Eating Website
TDSB Opioid and Prescription Drugs Misuse
Prevention Website
TDSB @Home Exercises/Workouts
New Health Protocols in PHE: Ideas for Management
COVID-19 Pandemic: Return to School Canadian PHE Guidelines

Indigenous Truth and

Education Reconciliation Resources Grades 4 to 10. Urban Indigenous
(Elementary) Commission of Canada Education, Awesome Table
(TRC)
https://sites.google.com/tdsb.on.ca/uiec-
resources-draft/awesome-table-
Ontario First Nation, english?authuser=0
Métis and Inuit
Education Policy Ontario First Nation, Métis and Inuit
Framework Education Policy Framework

Truth and Reconciliation Commission of

Canada (TRC)

Library Library Learning Library Learning Commons Considerations

Commons for September Opening
Considerations for 4-8
September Opening
K-3

Math Elementary Mathematics

Grades 1-8, Ontario Mathematics Curriculum 2020

High Impact Instructional Practices for the Mathematics Classroom

Key Changes to the 2020 Mathematics Curriculum

Outdoor Strategies to Support Outdoor Learning

Education TOES Supports For Return to School
 Learn From Home to support virtual AND in person learning.
Get Outside Month Lessons support Curriculum Connected lessons in
the areas of: Climate Change, Indigenous Ways of Knowing, Literacy,
Numeracy, Social Studies, STE(A)M and Well Being.

Science/STEM Elementary Science

Social Studies, Social Studies, History & Geography

History and
Geography

Special Education Special Education

Understanding Copyright
Understanding and following copyright rules is the professional and legal obligation of
educators. Please exercise your due diligence under the Copyright Act when developing
learning opportunities for students. To support TDSB staff in understanding these obligations,
please consider the following:

Copyright Matters: Fair Dealing Copyright and Fair TDSB Highlights of

Some Key Questions Guidelines Dealings Guideline Copyright Guidelines &
and Answers for Requirements Selecting Digital Content
Teachers Information

Creating the Conditions for Learning

Teaching in Action: Building Community through Inquiry

As you continue to adapt to the realities of school-based and remote learning spaces in the
coming months, building community must be at the forefront of instructional design. Creating
the conditions for learning in person and remotely is complex and needs to remain so. For this
document, we have focused on Critical Consciousness, Assessment & Evaluation, Learning
Environment and Designing Instruction.
Critical Consciousness

Whether we are entering a physical or  How are we providing opportunities to reflect

remote classroom, we enter the space on our own identity?
with our own set of biases and  How are we intentionally embedding Anti-
assumptions. This impacts how we Black racism, Anti-Indigenous racism and
teach, what we teach and thus, how our Anti-oppression in the space while reflecting
students learn. When we have a deeper on our own power, privilege and biases?
understanding of our own identities we  How are we challenging problematic
can more readily recognize our biases narratives and dynamics in the classroom?
and assumptions. When this occurs we  What are we doing to better understand our
can shift our teaching practice to students and their lived experiences?
challenge the systems and structures  How are we “building on” what students
that are inhibiting ALL learners from already know rather than “closing gaps”?
meeting with success.  How can we infuse critical consciousness
As a further resource, please utilize when discussing Global Competencies?
Remote Learning Supports and  How are we engaging in critical dialogue and
Resources for Educators - Building giving students the opportunity to share their
Critical Consciousness experiences of recent events?
As we collaborate with our students to  How are we modelling vulnerability and
build community we need to consider humility?
these questions.

Assessment and Evaluation

Growing Success is the document that  How are we “building on” what students
guides our assessment and evaluation already know rather than “closing gaps”?
practices.  How are we using assessment data to build
Our focus at the beginning of this school towards future units of study with an inquiry
year will be to foster community and stance? How does this assessment data
build relationships. We will need to pay each phase of the instructional design?
particular attention to creating dynamic  How are the voices of the students centred
learning opportunities; while also in the building within assessment
focusing on student well-being. We opportunities?
need to meet each individual student  One goal of assessment is documenting:
where they are at on the learning what have the student’s produced and how
continuum either in person or remotely. does what you have collected inform you
As we know, assessment drives about student understanding/learning and
instruction. At the beginning of every what are your next steps?
unit throughout the year, we assess all of  How are you establishing descriptive
our students. We will continue to stay feedback structures that function as
focused on assessment for and as responsibility for students and teachers? (ex.
learning. We need to consider these conferencing, graffiti/sticky notes)
questions.

 Assessment, evaluation and reporting activities will focus on the achievement of

overall expectations.
 Report Cards will be provided for all students, including those who are participating
through remote learning. Timelines and Guidelines will be posted on the Leadership,
Learning and School Improvement site.
 With appropriate safety precautions, in-class activities will encourage collaborative
work among students. Any collaborative in-class activities should continue to align
with the Toronto Public Health distancing protocols.

From Growing Success, all assessment and evaluation will be based on the Seven
Fundamental Principles for both in person and remote learning.

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they
lead to the improvement of learning for all students, teachers use practices and procedures
that:
 are fair, transparent, and equitable for all students;
 support all students, including those with special education needs, those who are
learning the language of instruction (English or French), and those who are First
Nation, Métis, or Inuit;
 are carefully planned to relate to the curriculum expectations and learning goals and,
as much as possible, to the interests, learning styles and preferences, needs, and
experiences of all students;
 are communicated clearly to students and parents at the beginning of the school year
or course and at other appropriate points throughout the school year or course;
 are ongoing, varied in nature, and administered over a period of time to provide
multiple opportunities for students to demonstrate the full range of their learning;
 provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to
support improved learning and achievement;
 develop students’ self-assessment skills to enable them to assess their own learning,
set specific goals, and plan next steps for their learning.
Learning Environment

Building community  How do we develop a culture of care where student’s voices

is more important are included and learned from?
than ever as we re-  How do we celebrate and affirm the identities within the
enter our learning classroom space?
spaces. We are  How do we build healthy identities and foster a sense of
creating a learning belonging and community?
environment either in  How are we co-creating physical and digital spaces?
person or remotely.  How do we provide opportunities for collaboration during
physical distancing and virtually?
Each of our student’s  How do we provide opportunities for students to share
unique stories and knowledge and take leadership? How can we “co” teach, learn,
experiences need to and design with students?
be represented in  As we return with health and safety considerations, how have I
both visible and designed the seating in the classroom for distance and
invisible ways. conversation between students?
 How do we communicate feelings if we can’t see parts of our
As we collaborate faces?
with students to co-  How do we create a community of learners that connect with
create a safe, flexible, each other versus correcting behaviours (including health and
responsive and safety behaviours)?
inclusive learning
 How will the physical environment value the diverse identities
environment we
of students?
need to consider
 Additional consideration specific to FSL Learning Environment:
these questions.
How do the questions above create a foundation for the
Classroom-as-Third-Teacher to contribute to student learning
and skill development (environmental print, anchor charts,
etc.)?
 How do we use the above questions to create a climate for
students to take risks to extend their learning?
Designing Instruction

Student voice is the driving  How are we identifying and challenging systems of
force behind Designing oppression?
Instruction.  How are the voice of the students centred in the
building of learning opportunities?
We not only need to have a  How are we designing learning so that the students
deep understanding of who own their own learning?
our learners are, but we also  How are we combining Indigenous and Anti-oppressive
need to be cognizant of pedagogies with Global Competencies?
whose voices are being  How are the lived experiences of the students
represented and whose represented in the learning opportunities that we
voices are being silenced. create?
 How do we talk about human rights while intentionally
We take an Anti-oppressive embedding Anti-Black racism, Anti-Indigenous racism,
stance by asking ourselves and anti-oppression in the space?
“whose voices are missing?”  How will our classrooms look different? Our
interactions with students? Students with each other?
We design instruction with How will we provide opportunities for students to
the goal of ALL learners collaborate?
thriving in a rich, authentic,  How are we using Universal Design for Learning as a
learning environment. foundation to our planning?
 How are we holding the view of the learner as capable
There is a constant oscillation and competent?
between checking our
 How are we providing opportunities to revisit big ideas
assessment data and our
rather than re-teaching the previous grade’s
learning opportunities to
curriculum?
ensure learning is in fact
 How are we utilizing Differentiated Instruction to meet
occurring.
the individual needs of our students?
 Additional consideration specific to FSL Learning
As we revisit, revise, and at
Environment: How do the questions above support in
times change directions all
driving the language components? (mentor texts,
together, we need to consider
modelling, multiple perspectives)
these questions.
Further Considerations for Remote Learning
A community of learners needs to be created online using multiple virtual resources. Building
community needs to be addressed continually as we know that we will have to work hard to
engage students. For many of us, using a Virtual Education platform is new. We need to
continually strengthen our skills within the remote platform.

We continue to support this learning through the IT department.

Remote Learning Supports and Resources for Educators

Remote Learning Supports and Resources for Educators – Professional Learning Webinars

As we are learning these skills, we need to re-imagine what learning remotely can look like. Our
learning from April to June is that we know pacing is different in the remote learning
environment. The large group and small group design will need to be used intentionally using
specific online tools. We need to consider these questions:

 How will our virtual classrooms look different? How will we interact virtually with
students?
How will we provide opportunities for students to collaborate?
 How are we leveraging unique opportunities in the virtual and offline work
spaces for community building and learning? (E.g., how do we work within the
constraints of synchronous and asynchronous teaching modalities?)
 How will we maintain high expectations for all students in remote learning?
 How will we assess student progress and provide meaningful feedback to
students online?

Additional Planning Considerations for Remote Learning in French Immersion/Extended

French:
It must be acknowledged that there is no expectation that parents/family members speak
French in the home and so any tasks students are invited to complete offline should honour
that reality.

Any work families do with students that build and reinforce literacy and numeracy skills in their
home language will be of benefit to the student. Literacy and numeracy skills transfer from one
language to another.

The only input or exposure to French during remote learning is with teacher-led instruction and
therefore, wherever possible, interact with students and provide prompts and texts in French.
Developing Units of Study with an Inquiry Stance

Now that we have talked about the foundation, the subject specific guidelines and creating
conditions for learning, we have a sample of pulling it all together.

The diagram below synthesizes the thought process that the educators used when working
through the Gr 4 - 8 Units of Study with an Inquiry Stance.

Through building community in responsive and meaningful ways, what follows outlines an
inquiry-based approach for investigating all areas of the curriculum in the first few weeks of
school. Each learning block includes a theme and possible guiding inquiry question, with
subject-specific examples. You are encouraged to use and adapt these learning blocks in
response to the lived experiences and identities of your own students. These units can be used
either in person or remotely.

Building Community: Gr 4 – 5 Example of Units of Study with an Inquiry Stance

Building Community: Gr 6 - 8 Example of Units of Study with an Inquiry Stance

Further Information

Sample Timetables Tips for Setting Up the Frequently Asked Questions

Classroom