Grade 10 Virtual Career Fair

Our mission at York House is to inspire and enable students’ connection to the world. To help young women thrive now and into the future, we want to expose them to a world of possibilities. To do this, we strive to bring the world to the school and the students to the world in meaningful, relevant, and lively ways. The Career-Life Connections Program (CLC) at YHS is one hub for exploration and experimentation where young women can explore future pathways.

Thank you to Ita Kane-Wilson, Alumnae Relations and Annual Giving Manager, and Jaclyn Murray, the YHS Career-Life Connections and Capstone Coordinator, for coordinating the school’s first Virtual Career Fair for Grade 10 students. Thank you, also, to parents, alumnae, and community members who generously gave of their time, shared their own experiences, and brought careers to life for York House students. 

Kara McDonald
Director of Learning

****

On Friday, February 5, as a part of the Grade 10 Career-Life Connections Program and in collaboration with the Alumnae Office, YHS hosted its first virtual Career Fair. The purpose and focus of this event was to give students first-hand knowledge and information about careers in six different industries. These included: Business & Entrepreneurship, Fashion & Interior Design, and Medical & Health Sciences, Engineering & Technology, Film & TV, Law & the Music Industry. Students heard from alumnae and parents who are working in these fields and generously offered to explore with students a day in the life of their career.

The Career Fair took place during students’ Career-Life Connections 10 class where students participated in two 30-minute sessions and heard about two different industries of interest. Each online session had two guest speakers who presented to help provide either a complementary or contrasting perspective in a particular field/industry, with an opportunity at the end for students to ask questions. 

Thank you to the following YHS Alumnae and Parents for making this event possible. Click on the links for bios:

Students were excited from the outset to hear first-hand from leaders and change-makers in our community. There was a buzz in the hallways in response to the engaging and informative sessions. Our hope is that students felt energized and inspired and took away insights that may inform their decision-making of next steps and future possibilities. 

Jaclyn Murray
Career-Life Connections & Capstone Coordinator

 

Junior Tigers Update: December 10, 2020

This week we carry on with our Athletics Explained online information, and we continue introducing ideas and answers that will help us navigate the youth-sports journey. David Prissinotti has been the Senior School Athletics Director since 1998 and we have worked together since 1997. Over that time, I like to think that we have developed some fundamentally sound ideas about organizing school sports. Those ideas are born of experience with our entire community (students, parents, coaches, and administration). Many of our ideas align beautifully with Bruce Brown (ProActive Coaching). One of the biggest constants we have in common is that our Athletics Program is designed to develop good citizens. 

THE ROLE OF PARENTS IN ATHLETICS: PART 2
Children join physical activities all the time, and as our children grow, there is a shift from playing for fun to playing to practice (building skills). In the Junior School, our Athletics Program has to navigate this path as well. We start, first and foremost, by having a place for all of our Grade 3 to 7 students to participate—we don’t “cut” players in the Junior School Athletics Program. Secondly, in Grades 3 and 4 we intentionally introduce individual sports only. Team sports are added in Grade 5, when the majority of our student population can handle the more difficult skills and strategies that are required for team activities. Finally, we add tournaments to the Grade 7 schedules, so that they experience a higher level of competitive situations. The continuous growth of our student-athletes physical abilities parallels their ability to play a bigger and more central role in communication.

Communication:
When our Grade 3s start their school-based athletic journey they have very little experience in communication. Parents do the sign-up, coaches communicate to parents, and our youngest athletes are left to follow a lot of instructions. It is like this because our youngest athletes need that support. By Grade 5, young athletes will come home and begin to tell parents things that their coach is asking them to do. By Grade 7, most parents have suddenly found themselves in the background of communication, and often it is the parents who are left following instructions.

For the most part this is a smooth, natural transition. Coaches gradually ask more of their athletes, parents gradually expect more of their children, and children gradually want more independence. In today’s world, most of our online communication is just simply passing information along. However, sometimes problems arise (philosophies, roles, playing time), and here is when clear lines of communication are helpful both for teaching and resolving any issues. When there is a problem (usually between the player and the coach) the steps of communication/resolution should go something like the following:

  1. Player – Coach
  2. Player / Parent – Coach
  3. Player / Parent – Coach / AD
  4. Player / Parent – Coach / AD / Admin

Getting beyond the first two stages is usually indicative of a serious problem, or a philosophical juxtaposition, and beyond most youth athletes. Of course, any stage of communication immediately presents a problem when you are only 8 years old! It is completely within norms for parents to initiate conversations for their young children. As our children grow, we can slowly step back, and allow them to begin to initiate those conversations themselves. I am always amazed at how good some parents are at supporting their children’s self-advocacy. As I mentioned last week, this is our children’s journey, so when problems arise, they are central in the solutions. It is incumbent upon the adults to find the best way to support them in order for them to gain the most from their athletic endeavours. 

Brent Jackson
Junior School Athletics Coordinator