The Tikkun Project
Integrating social action, Jewish values and critical thinking into the core curriculum for Grades K-8
Overview
Social responsibility
The Tikkun Project curriculum blends critical thinking, Jewish values and hands-on action to promote students’ sense of agency and ability to tackle real-world problems like poverty, climate change and inequality. Since we launched the Tikkun Project in 2017, it has become a core element in teaching and learning.
The literal translation of Tikkun is to “fix” or “repair”, often seen in the context of repairing the world. We broaden this intent by looking inward to make personal improvements, in addition to looking at how we support our community.
The program supports the development of critical thinking skills that will help students navigate complex social challenges with knowledge and empathy.
"When Tikkun Olam elements are integrated into Judaic Studies, students are engaged in real life experiences and readily able to apply their knowledge about Jewish teachings and values to authentic real life situations."
Age-oriented themes
In each grade, students consider critical, age-appropriate challenges connected with the concepts investigated through the Ontario provincial curriculum. These challenges provide opportunities for students to practice critical thinking and build confidence to engage with local and global challenges they encounter outside the classroom.
The Tikkun Project builds students’ sense of Jewish identity through the investigation of traditional stories, texts and wisdom. Tikkun learning invites students to have an informed approach to real-life problems through social justice action that draws on a deep understanding of Reform Jewish values.
We have seen a powerful mutual benefit for the school and local agencies through this program. Our students develop an awareness and inclination to demonstrate a personal sense of responsibility for the wellbeing of the individual, society and the environment.
Our Curriculum Development Director
Daniel Abramson is the Curriculum Development Director for the Tikkun Project, and brings over 20 years of experience as a passionate Jewish educator to his role. He has been a teacher both inside and outside of the classroom, in formal and informal Jewish educational environments, to students and young adults alike. Daniel earned his Master of Education degree at OISE, with a special emphasis on curriculum studies and teacher development. Daniel has worked as a mentor to new teachers in implementing and evaluating new teaching materials and projects. He has published articles about best pedagogical practices in Science, Visual Art, and Environmental Education and has far-ranging experience assessing, improving and creating curricula. In collaboration with Rabbis and educators from Reform congregations across North America, Daniel has developed a meaningful understanding of Jewish text-based approaches to social action that are relevant and accessible to students.
The Tikkun Project has been made possible through the generous support of the Arthur N. Bielfeld Fund for Social Justice Education and other donors. Their continued dedication to transformative education is the inspiration behind this important work.
If you are interested in learning more, please contact Daniel:
Daniel Abramson
-
Tikkun Project Curriculum
Development Director - dabramson@leobaeck.ca
- 416.787.9899 x 250
FAQ
Becoming an IB School
The Leo Baeck Day School became an official International Baccalaureate World School in 2011 when we were authorized to teach the IB Middle Years Programme (MYP). After seeing the incredible teaching and learning that is fostered by the MYP framework, Leo Baeck initiated the process to become authorized as an official Primary Years Programme (PYP) school, which we achieved in the summer of 2021. This process involved a 2-year candidacy stage where the school was required to undergo rigorous self-reflection and evaluation, staff training and curriculum development in line with the high standards of the International Baccalaureate Organization.
Why Are We A Primary Years Program School?
What Makes PYP Different From Traditional Teaching and Learning?
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