Designed to prepare teacher candidates to teach the four strands of the Ontario Arts curriculum— Music, Drama, Dance and Visual Arts – to students in the junior and intermediate divisions. Teacher candidates will learn to facilitate the creative process that enables diverse students to develop lifelong enjoyment of the Arts.

Designed to prepare teacher candidates to teach the four strands of the Ontario Arts curriculum— Music, Drama, Dance and Visual Arts – to students in the kindergarten program and the primary and junior divisions. Teacher candidates will learn to facilitate the creative process that enables diverse students to develop lifelong enjoyment of the Arts.

Supports teacher candidates in developing the knowledge, skills and pedagogical practices that allow each student to feel respected, confident and safe so that they can learn to their highest potential. They will be introduced to a variety of research-based practices, equitable and inclusive policies, and effective strategies for establishing safe, engaging and inclusive learning environments in their classrooms and school communities. They will develop professional judgment regarding proactive and responsive approaches to understand how to support positive environments so that all students feel welcome in the environment in which they are learning.

Introduces and reviews the concepts of worldviews, curriculum orientations, values, and educational ideals. It reviews the questions that worldviews typically answer and the central principles and beliefs of Christian worldviews. It attends to the values of western, liberal democracies, noting especially the concerns for diversity, equity, and social justice as expressed in documents from a variety of jurisdictions, including Ontario. It builds critical conversation between these democratic values and religious worldviews, asking specifically about the ideals that classroom teachers will attempt to realize in their day-to-day practice in curriculum, instruction and assessment.

Builds teacher candidates’ knowledge of The Kindergarten Program (2016) as outlined by the Ontario Ministry of Education. The course will focus on planning instruction that embraces the growth of the whole child, including physical, emotional, social, spiritual, and academic growth. A focus on the foundational skills in both language and math, along with appropriate instructional and assessment methods, will be included. Teacher candidates will learn how to use pedagogical documentation to assess student learning and plan in a responsive manner. They will gain an understanding of the importance of, and strategies for implementing an active play- and inquiry- based approach to learning that enables young children to build their critical and creative thinking skills while meeting the needs of a wide range of diverse learners.

Designed to equip teacher candidates with the understanding and skills necessary to utilize educational technology and cloud-based computing for teaching and learning activities. The instructional activities and tasks focus on: communication with students, parents and colleagues; differentiating content, process and product; providing accessibility to learning materials for learners of different abilities; creating and providing descriptive feedback; integrating various digital tools into lessons; and developing ongoing organizational strategies. Understanding and skills will be developed through critical reflection on the value of digital technology, the creation of digital products, and development of a Professional Teaching e-Portfolio.

Designed to prepare future teachers in developing an informed and reflective practice while working with intermediate students in a diverse society. It provides teacher candidates with an increased knowledge of the intermediate learner, the learning environment, the English curriculum (Grades 7 to 10), the challenges adolescents face as they transition from elementary to secondary school and the foundational knowledge, skills and technology necessary for the planning and implementation of an effective and motivating language arts program. Prerequisite: A minimum of 12 university credit hours in English.

Invites teacher candidates to grow deeper roots and taller branches, as we follow the narrative of transformation: construction (inherited worldview and identity) – deconstruction (critical analysis) – reconstruction (vision of a new world). We will answer the questions,“What is your relationship to the environment?” “What is the optimal environment for learning and growth for teachers and students?” and “What positive local and global impact do I have/can I make?” Educators will carefully consider key principles, biases and issues surrounding our planet, our relationship to it, and the culture of environmental sustainability and citizenship we want to cultivate in our classrooms, to impact current and future generations.

Provides teacher candidates with a knowledge, understanding and practice of teaching French to intermediate level students whose first language is not French, in Core, Extended and Immersion classes. Teacher candidates will learn about their role in supporting the diverse learning needs of students who are coming to French as language learners. Prerequisite: Demonstration of proficiency based on the French Language Proficiency Assessment and a minimum of 12 university credit hours in French.

Provides teacher candidates with the knowledge, understanding and practice of teaching students French in Kindergarten, Primary and Junior levels whose first language is not French, in Core, Extended and Immersion programs. Teacher candidates will consider how additional languages are learned, will develop an understanding of current pedagogy and assessment practices, and will learn about their role in supporting the diverse learning needs of students, including those in early years, who are coming to French as language learners. Offers in-depth knowledge and experience of culturally inclusive pedagogies, connections with students’ authentic experiences, action-oriented learning situations, curricular integration, program design, use of technological communication resources, collaboration with parents/guardians and the community, differentiated instruction as well as assessment and evaluation strategies and tools linked to student interests. Prerequisite: Demonstration of proficiency based on the French Language Proficiency Assessment.

After the successful completion of EDUP 5093, teacher candidates will develop competency in planning and delivering both Play-Based and Project-Based Learning opportunities for students in Kindergarten, Primary and Junior grade levels whose first language is not French in Core, Extended and Immersion programs. Teacher candidates will build a detailed FSL unit plan for each of the three programs. Prerequisites: Demonstration of proficiency based on the French Language Proficiency Assessment and EDUP 509.

Designed for those teacher candidates who wish to acquire a subject specialty in Geography at the Intermediate Division (Grades 7 to 10). Teacher candidates will investigate geographic issues in Canada and build their awareness of connections between Canada and the world. Teacher candidates will have opportunities to analyze, interpret and implement the Ontario Ministry intermediate Geography curriculum and resource documents and become familiar with theoretical understandings, curriculum applications, basic principles, concepts, skills, strategies, values and attitudes that are necessary in order to design, implement and assess intermediate geography programs. Prerequisite: A minimum of 12 university credit hours in Geography.

Prepares teacher candidates to work with students in Grades 4 to 10 in ways that enable and encourage them to develop the commitment and capacity to lead healthy, active lives, including participation in, and appreciation of, Health and Physical Education. Teacher candidates will be provided with the knowledge and skills they need to deliver meaningful, effective and balanced programs to diverse learners.

Prepares teacher candidates to work with students in Kindergarten to Grade 6 in ways that enable and encourage them to develop the commitment and capacity to lead healthy, active lives, including participation in, and appreciation of, Health and Physical Education. Teacher candidates will be provided with the knowledge and skills they need to deliver meaningful, effective and balanced programs to diverse learners.

Builds on EDUI 5053 and focuses on the design and implementation of the Intermediate History and Civics programs for Grades 7 to 10 based on the overall and specific expectations outlined in the Ontario Ministry curriculum documents. Through an understanding of the four concepts of historical thinking in an inquiry-based approach to learning, teacher candidates will be able to support students in understanding history as an interpretive discipline where students can rethink assumptions and consider the validity and credibility of evidence in order to construct/ re-construct new perspectives. Prerequisite: A minimum of 12 university credit hours in History.

Designed to introduce teacher candidates to foundational knowledge and skills in the six language arts (speaking, listening, reading, writing, viewing, and visually representing). Teacher candidates will explore these areas as outlined in the Ministry’s language and literacy expectations for Grades 4 to 10. Making use of the curriculum document, relevant policy documents, and current research, teacher candidates will begin to build their skills of lesson planning and assessment.

Builds upon the language and literacy knowledge and skill base acquired in EDUI 521 for teaching the six language arts. Teacher candidates will continue to use the Ministry’s curriculum and policy documents, in light of relevant research, to guide the design of language units, lessons, activities, and a variety of assessment strategies applicable to a diverse range of learners in Grades 4 to 10. Prerequisite: EDUI 521.

Designed to introduce teacher candidates to foundational knowledge and skills in the six language arts (speaking, listening, reading, writing, viewing, and visually representing). The foundations of language will be introduced. Teacher candidates will explore these areas as outlined in the Ministry’s language and literacy expectations for students in Kindergarten to Grade 6. Making use of the curriculum document, relevant policy documents, and current research, teacher candidates will begin to build their skills of lesson planning and assessment.

Builds upon the language and literacy knowledge and skill base acquired in EDUP 521. Teacher candidates will continue to use the Ministry’s curriculum and policy documents, in light of relevant research, to guide the design of language units, lessons, activities, and a variety of assessment strategies applicable to a diverse range of learners in Kindergarten to Grade 6. Prerequisite: EDUP 521.

Builds on EDUI 5233 and EDUI 5243. It provides teacher candidates with the theory, methodology, assessment strategies, knowledge and conceptual understanding of content to help them facilitate the teaching of mathematics to intermediate students. The components of the course will help teacher candidates to develop the confidence, resources and necessary background knowledge that will enable them to meaningfully engage all adolescent learners. Prerequisite: A minimum of 12 credit hours of Mathematics.

Provides JI teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Junior and Intermediate Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge and conceptual understanding of mathematics pedagogy, and the six strands of the Ontario Mathematics Curriculum. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Junior and Intermediate grades.

Provides JI teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Junior and Intermediate Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge of assessment, the 7 mathematical processes, and T.A.C.K. - as it pertains to mathematics instruction. Significant emphasis is placed on building a ‘Thinking Classroom’ (Peter Lildejahl), centered on effective questioning techniques. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Junior and Intermediate grades. Prerequisite: EDUI 523.

Provides PJ teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Primary and Junior Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge and conceptual understanding of mathematics pedagogy, and the six strands of the Ontario Mathematics Curriculum. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Primary and Junior grades.

Provides PJ teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Primary and Junior Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge of assessment, the 7 mathematical processes, and T.A.C.K. - as it pertains to mathematics instruction. Significant emphasis is placed on building a ‘Thinking Classroom’ (Peter Lildejahl), centered on effective questioning techniques. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Primary and Junior grades. Prerequisite: EDUP 523.