3 étapes faciles :
3 easy steps:
The 5th year class at Barthélémy-Vimont Primary School had many difficulties in their learning and when it comes to listening to instructions. However, the teacher for this group told me several times that she noticed a transformation in her students during theatre workshops. According to her, the activities shone a light on the creativity and talent of some students who had lots of difficulties in French, and therefore allowed her to see them differently. Moreover, the games allowed her to have fun with her students, whereas she rarely had the chance to do so during a regular day.
Coordinator,
Dramatic Arts at Barthélémy-Vimont School
My students have learning difficulties. By making them do more concrete activities, they understand better and take part in activities. They have learned to use software such as Photoshop and SketchUp. By doing this, they develop more technical competencies and also develop self-confidence since they can excel.
Teacher, Environmental Design at Louis-Joseph Papineau High School
I wondered what a remote theatre class would look like, and Anne-Marie pleasantly surprised me with her exercise suggestions. After the first class, Oli had a light in his eyes while he told me everything. He said: ‘I really liked my class; I do not regret signing up !’ My mom heart melted. I want Oli’s high school to have a theatre company ! =)
Dramatic Arts at Charles-Bruneau School, parent testimony
The students at Dalbé-Viau school did not have much motivation. However, as soon as they saw their game become more concrete, even just by implementing a basic animation in their programming, many talents emerged ! In fact, the class is full of artists (Pixel art) ! If the project had made it to the festival, I am convinced that many teams would have won prizes for the aesthetic of their game !
Coordinator, Video Game Creation at Dalbé-Viau high school
Even though schools were closed because of Covid-19, several of my students kept working on their project and writing me so I could answer their question. One team in particular was motivated by a student in the group who really wanted to finish their game.
Coordinator, Video Game Design at Neufchâtel High School
Connecting with students via TEAMS was really fantastic, I saw it did them good. We did the Me, my shoes workshop, a dynamic activity where students get moving and must invent and present a character from different pairs of shoes that I show them on PowerPoint. The students went all out to incarnate their characters, using accessories and costumes for some of them.
Coordinator, Coordinator, Dramatic Arts at Barthélémy-Vimont School on the theme: making a character your own using a personal element as a basis (shoes)
Since 2008, Youth Fusion has developed an effective and innovative model focused on the student’s perseverance and development, by offering them support throughout the school year, directly in the schools. The organization hires students from post-secondary institutions to work as project coordinators for 10 to 30 hours per week for a period of 10 to 35 weeks, in class or after-school programs, with the targeted students.
The educational projects developed focus on the following four domains:
Arts – Science & Engineering – Design – Leadership & Entrepreneurship
In addition to working alongside elementary or secondary students on projects related to their field of interest, the coordinators develop a close bond with their students, which helps nurture continuity and perseverance.
Employees-mentors from businesses and community organizations operating in sectors tied to the projects are also brought in as mentors and assigned to schools to introduce students to career options, inspire them and shepherd them through the process of completing their projects. These organizations consequently promote not only “expertise volunteering” among their employees but also the thriving opportunities and the needed skills in their sector.
Youth Fusion therefore offers a continuum of interventions ranging from elementary schools to the industry and contributes to creating closer links between training and employment while working to lower dropout rates.
Youth Fusion is an award-winning charity that contributes to the perseverance, employability and civic engagement of youth by implementing innovative experiential learning projects that create ongoing links between school systems and the community.
Every week, we work with 13,000 youth in over 200 schools in rural, urban, and Indigenous communities.
The essence of the work is about the realization of a concrete project developed by youth throughout the school year during weekly activities, carried out mainly in class.
It is an integrative project, structured by a pedagogical framework, integrated with fundamental competencies and interdisciplinary skills.
The project develops the employability potential and the professional interests of the youth. It also offers the possibility of business visits or other relevant external outings organized in collaboration with the school.
The project coordinator hired by Youth Fusion is a post-secondary or a recent graduate specializing in a field related to the project.
As an expert in their program, they are responsible for the preparation and implementation of activities related to the Youth Fusion pedagogical framework.
They facilitate the development of technical skills and guides the youth through the various stages of the project implementation.
They also plan the project throughout the year, including logistical components such as assessing accommodation and equipment access requirements as well as outing planning and mentor attendance. To do this, the project coordinator establishes an effective communication channel with the school team (teacher or other staff member) and the program manager.
As an expert in pedagogy, the role of the teacher is to team up with the project coordinator to provide supportive classroom and behavioural management and support during activity sessions.
When the activities are being planned, the teacher proposes modifications to improve the workshops in order to achieve their educational objectives, such as the integration of school subjects and work to be evaluated.
They also assist the coordinator in meeting the logistical and administrative needs of the project, such as organizing outings and events and obtaining parental consent permission.
In terms of time commitment, Youth Fusion Jeunesse favours between 4 and 6 visits throughout in the school year, depending on the availability of the mentor, the last of which is participation a presence at the final event.
These visits represent between 10 and 15 hours throughout the school year which will be devoted to connecting with the youth and their work in an authentic way accompanying the young participants. The continuity of the mentor’s presence within the project enables students to create a positive and meaningful link, thus enabling them to project themselves into future careers.
Fundamental competencies represent different skills that are developed and used across the board in all spheres of life. They enable everyone to develop fully as individuals on a personal, professional and social level in order to fully learn from their lived experiences as well as to achieve their goals throughout their life.
In order to deepen the impact of the projects with the youth with whom the coordinators intervene daily, in all its programs, Youth Fusion tries to stimulate the constant and progressive development of 14 fundamental competencies.
The 14 fundamental competencies are the following:
| Regions | Deadline to submit a project request | Project confirmation with schools | Start of the projects in the classrooms |
|---|---|---|---|
| Quebec | June 1st | June - July | October or February |
| Ontario | June 1st | June - July | October or February |
| New-Brunswick | June 1st | June - July | October or February |
| France | July 1st or October 1st | September or November | November or January |
After three completed workshops, if there is no request for cancellation, the school must pay the full fees for the project.
Projects will start in October or February.
Yes. The maximum number of hours per week in the school will be divided according to the number of classes participating in the project.
The number of hours a project coordinator will attend for an individual class is specified in detail for each program in the ACTIVITY PERIODS PER WEEK section under the PROJECT DETAILS tab.
The project cost is usually billed to the school, except in the case of a different agreement with the school board.
After the start of the projects, Youth Fusion will send an invoice to the school board’s finance department. This process allows your network to be aware of all the projects that are taking place for the school year. If applicable, the cost of the projects will then be billed to the school.
Then, if the agreement is that the institutions pay their own costs, the finance department will be able to handle its own internal billing operations.
Additional costs, if any, are detailed for each program in the ADDITIONAL CONDITIONS section unthe the PROJECT DETAILS tab and are generally used to cover the purchase of project-related material.
Our fundamental mission is to motivate youth and encourage academic perseverance by offering pedagogical programs that make a difference for the students.
As we strive to accommodate the needs of students and teachers, we are proud to introduce half-year project. In addition to our regular full-year projects that span from 25 to 30 weeks, we now offer half-year projects that can be completed in 10 to 15 weeks.
Depending on the reality of school environments, half-year projects can start in October or February (Canada).
