Current
Academic Calendar
2024/25
Academic Calendar 2024/25
Education
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English language proficiency requirements Students registering in post-secondary level courses (numbered 100 to 499) will be required to meet the requirements. Students in ELS or the University Foundations programs can register in those courses identified in the with lower levels of language proficiency. |
Please note that not all courses are offered every semester.
3 credits
Introduction to Education
Prerequisite(s): One of the following: C+ or better in English 12, CPT score of 48, or evidence of any test score or course grade listed under the Degree/diploma-level English language proficiency standards in the UFV academic calendar at www.ufv.ca/calendar/current/General/EnglishProficiency.htm.
Corequisite(s): None.
Pre- or corequisite(s): None.
Students are introduced to the nature and purpose of education. Personal values and beliefs, shaped by diverse educational experiences, are explored. Students examine socio-cultural and socio-political influences on education. Contemporary questions and issues in education are investigated.
3 credits
Educational Psychology
Prerequisite(s): 15 university-level credits.
Corequisite(s): None.
Pre- or corequisite(s): None.
Students are introduced to theories of learning and development and how these can be supported in educational settings. A decolonizing lens is used to critique and extend traditional theoretical conceptualizations of learning and development, including learning theories, motivation, and complex cognitive processes. These theories are then built upon to begin considering how inclusive and decolonizing learning environments might be structured to best meet the needs of all students.
4 credits
Introduction to Aboriginal Culture and Language Education
Prerequisite(s): Admission to the Aboriginal Culture and Language Program
Corequisite(s): None
Pre- or corequisite(s): HALQ 102
In this course, practices, curriculum development and pedagogical preferences for Aboriginal Education will be introduced. The concept of education as an expression of Indigenous values, (StĆ³:lÅ), will be emphasized as students begin to investigate strategies for integrating Aboriginal culture and language into B.C. curriculum (IRP).
4 credits
Intermediate Studies in Aboriginal Culture and Language Education
Prerequisite(s): EDUC 290
Corequisite(s): None.
Pre- or corequisite(s): None.
In this course students will develop strategies for integrating Aboriginal culture and language into B.C. curriculum (IRP). Aboriginal values and ways of knowing will set the foundation for culture and language learning in the classroom.
4 credits
Teaching and Learning Practices
Prerequisite(s): None.
Corequisite(s): None.
Pre- or corequisite(s): EDUC 200 and 75 university-level credits.
Provides opportunities for prospective teachers to start becoming reflective practitioners. Content includes Western, Indigenous, decolonial, and non-Western educational theories, research, and pedagogy. Topics include strategies of teaching, learning, assessment, classroom management, differentiation, school governance, and equity/inclusion. Includes school observations and/or case studies.
Note: Students should be aware that a Police Information Clearance (PIC) will be required. Please contact the department for details.
3 credits
Education in a Diverse Society
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Connects social justice, equity, diversity, anti-oppressive, anti-racist, Indigenous, and decolonial theories with educational policy and pedagogy. Students apply curriculum frameworks in developing culturally responsive, inclusive teaching practices. Students construct a vision for centering social justice in education and schooling.
4 credits
Introduction to Inclusive and Special Education in Elementary and Middle Schools
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Course is based on co-constructing an understanding and experience of an inclusive classroom community building from models of universal designs for learning (UDL), response to intervention (RTI), and differentiated instruction. The course emphasizes frameworks and concrete practices that may open decolonizing possibilities and build from the strengths of diverse students.
4 credits
Introduction to Inclusive and Special Education in Secondary
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Based on co-constructing an understanding and experience of an inclusive classroom community that teacher candidates can apply to high school contexts. Emphasizes frameworks and concrete practices that may open decolonizing possibilities and build from the strengths of diverse students.
4 credits
Designs for Learning Elementary English Language Arts
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces theory and pedagogies required to teach B.C. English Language Arts (ELA) in elementary/middle schools. Explores Western and Indigenous approaches to teaching and assessing ELA. Highlights the importance of a balanced literacy program enriched by childrenās and young adult (YA) literature that integrates multimodal resources and learning experiences through an inquiry framework.
2 credits
Designs for Learning Elementary Social Studies
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces the fundamental theoretical concepts and pedagogical skills necessary to create a coherent social studies program for the elementary classroom using the B.C. Social Studies K-7 curriculum. Historical thinking, critical challenges, learning centers, and concept sets as pedagogical strategies are emphasized. Indigenous, decolonial, anti-oppressive, and anti-racist pedagogies and resources will be included.
1 credit
Designs for Learning Elementary Fine Arts
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
An overview of the fine arts including movement and dance, drama, music, and visual arts from the B.C. curriculum for arts education. Includes the integration of fine arts with other curricular areas.
2 credits
Designs for Learning Elementary Science
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces goals of science education and pedagogical concepts and skills for effective teaching of elementary science using the B.C. Ministry of Education curriculum. Approaches include inquiry, conceptual change, and science instructional models. Students explore Indigenous science and resources.
3 credits
Designs for Learning Elementary Mathematics
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces fundamental pedagogical concepts and skills for teaching elementary mathematics using the B.C. Ministry of Education curriculum. Focus is placed on developing conceptual understanding and strategic competence in mathematics. Includes Indigenous math resources and pedagogies, along with mathematics for equity, diversity, and inclusive education.
1 credit
Designs for Learning Elementary Physical and Health Education
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces fundamental theoretical concepts and pedagogical skills for the implementation of a physical and health education program using the B.C. Ministry of Education curriculum that addresses equity, diversity, and inclusion for all elementary school students.
3 credits
Designs for Learning Secondary English Language Arts
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces pedagogical concepts and skills necessary for the effective teaching of secondary English language arts (including English First Peoples) using the B.C. Ministry of Education curriculum. Focus is placed on expressive (writing, speaking, representing) and receptive (reading, listening, viewing) techniques to enhance literacy.
3 credits
Designs for Learning Secondary Social Studies
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces theoretical concepts and practical skills necessary for teaching secondary social studies grades 8 to 11, using the B.C. Ministry of Education curriculum. Focus will be placed on using historical thinking and critical challenges to develop planning. Indigenous pedagogies and resources will be included, along with examining current events through the lens of equity, diversity, anti-racism, anti-oppression, and inclusion.
3 credits
Designs for Learning Secondary Mathematics
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces fundamental pedagogical concepts and skills necessary for the effective teaching of secondary mathematics using the B.C. Ministry of Education curriculum, with an emphasis on mathematical reasoning, conceptual understanding, problem solving, and communication. Attitudes and beliefs about mathematics will be explored. Indigenous resources, pedagogies, and content are included, with consideration of how mathematics can be used to address equity, diversity, and inclusion issues.
3 credits
Designs for Learning Secondary Science
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces goals of science education and pedagogical concepts and skills for effective teaching of grades 8-10 science courses using B.C. Ministry of Education curriculum. Explores the nature of science, constructivism, Indigenous science, and science instructional models.
1 credit
Professional Communication in Schools
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces principles of effective communications in the school setting, examines effectiveness of the teacherās oral communication skills (voice and presence), and uses practical strategies for professional communication to a variety of audiences, such as families, administrators, and colleagues, ensuring that communication concerns regarding equity, diversity, inclusion, and decolonialization are addressed.
1 credit
Introduction to Action Research
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces candidates to the principles and ethics of classroom and action research, with an emphasis on relational accountability. Examines the role such research plays in a teacherās ongoing professional development and emerging teacher identity in relation to decolonization, equity, diversity, and inclusion.
1 credit
Creating Positive Environments for Elementary Learning
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces traditional, contemporary, and Indigenous approaches to developing positive environments for learning in elementary classrooms. The use of routines, individual behaviour plans, whole class reward systems, environmental supports, strength-based assessments, and student choice will be examined. Issues related to equity, diversity, anti-racism, anti-oppression, inclusion, and decolonization in relation to learning environments are addressed.
2 credits
Lesson Planning and Assessment
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces varied assessments and lesson planning for all subject areas and grade levels identified by the B.C. Ministry of Education. Examines how issues of equity, diversity, inclusion, and decolonization manifest in assessment and lesson planning.
1 credit
The Role of Technology in Teaching
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Explores the concept of technology as a tool for teaching, learning, communication, content creation, and collaboration. Candidates critically examine and explore various digital tools for use in the K-12 setting. Provides practical, hands-on experience coupled with opportunities to discuss issues surrounding the use of technology, including those related to equity, diversity, inclusion, and decolonization.
3 credits
Indigenous Education and B.C. Schools
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Critically examines historical and contemporary issues in B.C. education in relation to First Nations, Inuit, and Metis students, and develops knowledge of Indigenous philosophies of education and the multifaceted policies that continue to influence Indigenous education and its pedagogies.
1 credit
Conflict Resolution in Schools
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Conflict inevitably occurs among people in various roles in the K-12 school setting: students, teachers, administrators, local community, and families. This course introduces teacher candidates to contemporary responses to conflict resolution in schools that ensure support for equity, diversity, inclusion, and decolonization.
2 credits
Creating Positive Environments for Learning in Secondary Classrooms
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces traditional, contemporary, and Indigenous approaches to developing positive environments for learning in secondary classrooms. The use of routines, individual behaviour plans, environmental supports, strength-based assessments, and student choice are examined in relation to the unique needs of adolescents. Issues related to equity, diversity, anti-racism, anti-oppression, inclusion, and decolonization in relation to learning environments are addressed.
2 credits
Language Teaching and Learning in a Plurilingual Society
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Prepares teachers in curriculum design, instruction, and assessment for language learners from a wide variety of linguistic and cultural backgrounds and considers the context of second language learning in B.C. Focus is on curriculum design, supports for English Language Learners (ELL), and planning and teaching B.C. Core French and/or Core French, Modern, or Indigenous languages.
2 credits
Unit Planning, Assessment, Evaluation, and Reporting
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Introduces unit planning for diverse learners, covering how to assess, evaluate, and report on student learning while maintaining high levels of validity and reliability and addressing issues related to equity, diversity, inclusion, and decolonization. Includes all curricular areas from the B.C. Ministry of Education.
1 credit
Supporting Diverse Learners
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Provides students with practical strategies for supporting learners with diverse and superdiverse profiles/identities, including Indigenous identities, dis/abilities, cultures, gender identities, and/or socio-economic status. Emphasis will be on service models in B.C. schools; working with School Based Teams, EAs, and external professionals; implementing IEPs; and instructional strategies to provide specialized supports.
1.5 credits
Investigations into Secondary English Language Arts
Prerequisite(s): Admission to the Bachelor of Education program.
Corequisite(s): None.
Pre- or corequisite(s): None.
Fosters deeper understanding of expressive and receptive techniques related to storytelling, poetry, creative writing, expository writing, and world literature. Using the B.C. English language arts curriculum (including English First Peoples), teacher candidates prepare lessons and units of study for courses in composition, creative writing, literary studies, new media, and spoken language.
Note: Students with credit for EDUC 434B cannot take this course for further credit.
1.5 credits
Investigations into Secondary Social Studies
Prerequisite(s): Admission to the Bachelor of Education and EDUC 432.
Corequisite(s): None.
Pre- or corequisite(s): None.
Examines the fundamental theoretical concepts and practical skills necessary to teach senior-level social studies courses using the B.C. Ministry of Education curriculum. Indigenous resources, pedagogies, and content, as well as anti-racist and anti-oppressive strategies, are included.
Note: Students with credit for EDUC 434A cannot take this course for further credit.
1.5 credits
Investigations into Secondary Science
Prerequisite(s): Admission to the Bachelor of Education and EDUC 436.
Corequisite(s): None.
Pre- or corequisite(s): None.
This course provides pedagogical concepts and skills necessary for effective teaching of secondary science courses (emphases on grades 11 and 12). Problem-oriented science, science instructional models, environmental science, and integrating Indigenous science are emphasized.
Note: Students with credit for EDUC 437A cannot take this course for further credit.
1.5 credits
Investigations into Secondary Mathematics
Prerequisite(s): Admission to the Bachelor of Education and EDUC 435..
Corequisite(s): None.
Pre- or corequisite(s): None.
Builds on pedagogical concepts and skills necessary for the effective teaching of secondary mathematics using the B.C. Ministry of Education curriculum, with an emphasis on unit planning that involves mathematical reasoning, conceptual understanding, problem solving, and communication. Connections among topics, representations, and the broader contexts in which they are situated will be explored. Indigenous resources, pedagogies, and content will be included, with an examination of how mathematics can be used to address equity, diversity, and inclusion issues.
1 credit
Reform in Education
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Examines challenges emerging from historical and ongoing strategies for reform of the K-12 education system in B.C. Examines current educational issues in relation to equity, diversity, anti-racism, anti-oppression, inclusion, and decolonization. Provides teacher candidates with the opportunity to participate in and deliver professional learning opportunities.
1 credit
Special Topics in K-12 Education I
Prerequisite(s): Admission to the Bachelor of Education or a B.C. teaching certificate.
Corequisite(s): None.
Pre- or corequisite(s): None.
Varies depending on the interests of the faculty member and the relevant issues in education in BC. Explores topics that are either not addressed in other UFV Bachelor of Education courses or expands in more depth on relevant topics for practicing teachers.
Note: This course will be offered under different letter designations (e.g. C-Z) representing different topics. This course may be repeated for credit provided the letter designation differs. Possible topics denoted by letter designations include EDUC 481C (Differentiated Instruction), EDUC 481D (Literacy in the Urban Classroom), and EDUC 481E (Lab Science in the Elementary Classroom).
2 credits
Special Topics in K-12 Education II
Prerequisite(s): Admission to the Bachelor of Education or a B.C. teaching certificate.
Corequisite(s): None.
Pre- or corequisite(s): None.
Varies depending on the interests of the faculty member and the relevant issues in education in BC. Explores topics that are either not addressed in other UFV Bachelor of Education courses or expands in more depth on relevant topics for practicing teachers.
Note: This course will be offered under different letter designations (e.g. C-Z) representing different topics. This course may be repeated for credit provided the letter designation differs. Possible topics denoted by letter designations include EDUC 482C (Digital Literacy), EDUC 482D (Supporting Indigenous Learners), and EDUC 482E (Supporting English Language Learners in the Classroom).
3 credits
Special Topics in K-12 Education III
Prerequisite(s): Admission to the Bachelor of Education or a B.C. teaching certificate.
Corequisite(s): None.
Pre- or corequisite(s): None.
Varies depending on the interests of the faculty member and the relevant issues in education in BC. Explores topics that are either not addressed in other UFV Bachelor of Education courses or expands in more depth on relevant topics for practicing teachers.
Note: This course will be offered under different letter designations (e.g. C-Z) representing different topics. This course may be repeated for credit provided the letter designation differs. Possible topics denoted by letter designations include EDUC 483C (Assessment in the 21st century), EDUC 483D (Teaching from an Indigenous Worldview), and EDUC 483E (Designs for Learning: French Language).
6 credits
School Experience
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Teacher candidates observe and experience the teaching environment (individual observations, classroom, and school routines), teach small group instruction, and plan, teach, and assess individual and linked lessons in K to 12 classrooms. Observations by faculty and teacher mentors occur continually throughout the school experience.
12 credits
Integration of Knowledge and Practice
Prerequisite(s): Admission to the Bachelor of Education program and EDUC 490.
Corequisite(s): None.
Pre- or corequisite(s): None.
This twelve week practicum occurs in a classroom environment working with a teacher and faculty mentor. Teacher candidates begin teaching in the first week and will gradually take on more teaching duties, until full immersion at 80% for six weeks.
2 credits
Applications of Reflective Practice
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Develops candidatesā reflective capacity. This is the only continuous course in the Bachelor of Education program. Semester one focuses on teacher identity and reflective practice theory, semester two supports candidatesā application of reflection leading to future action, and semester three culminates in an electronic portfolio that evidences their learning throughout the program.
Note: EDUC 495 is offered in three consecutive semesters. EDUC 495A is 0.5 credit, EDUC 495B is 0.5 credit, EDUC 495C is 1 credit. All three sections must be completed to successfully complete the course.
2 credits
Special Topics in K to 12 Education
Prerequisite(s): Admission to the Bachelor of Education.
Corequisite(s): None.
Pre- or corequisite(s): None.
Varies depending on the interests of the faculty member and the relevant issues in education in B.C. Explores topics that are not addressed in current courses or expands on topics already addressed.
5 credits
Leadership Theory and Practice
Prerequisite(s): Admission to the Master of Education.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces students to leadership theory and practice in K-12 settings. Leadershipāincluding teacher leadership and mentorshipāapproaches, concepts and issues are examined. The course explores practical and theoretical perspectives and challenges facing educational leaders.
5 credits
Focus on Mentoring
Prerequisite(s): Admission to the Master of Education and EDUC 700.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces students to the theory and practice of teacher mentorship. Through analysis of research, the course highlights the challenges of acculturating teachers to the profession and examines the conceptual and skill-based knowledge necessary to mentor teachers for successful careers.
5 credits
Leading and Mentoring in Professional Learning Communities
Prerequisite(s): Admission to the Master of Education, EDUC 700, and EDUC 701.
Corequisite(s): None.
Pre- or corequisite(s): None.
Explores dynamics of professional communication in complex educational settings as a basis for fostering collaborative communities. Communicating for inclusive decision making, communication preferences for effective leadership, and best practices for leading and mentoring within communities of practice are explored.
5 credits
Policy, Identity, and Context
Prerequisite(s): Admission to the Master of Education, EDUC 700, EDUC 701, and EDUC 702.
Corequisite(s): None
Pre- or corequisite(s): None
Ensures students gain a comprehensive understanding of researched competency frameworks as well as the regulatory and professional standards and policies that govern BC educators. Students will construct a leadership vision that informs the development of an inquiry question.
7 credits
Research Methods and Fieldwork
Prerequisite(s): Admission to the Master of Education, EDUC 700, EDUC 701, EDUC 702, and EDUC 703.
Corequisite(s): None
Pre- or corequisite(s): None
Introduces students to research ethics and methodologies, including the design and implementation of an inquiry contextualized to a K-12 educational setting. Through the application of data gathering methods and tools, students will address their inquiry question through fieldwork.
Note: This course is offered as EDUC 704A and EDUC 704B. Students must take both to receive credit.
3 credits
Capstone Project
Prerequisite(s): Admission to the Master of Education, EDUC 700, EDUC 701, EDUC 702, EDUC 703, and EDUC 704.
Corequisite(s): None.
Pre- or corequisite(s): None.
Focuses on in-depth critical analysis and presentation of the design, methodology, data collection/analysis, and conclusions of research undertaken in EDUC 704 related to leadership and mentorship, K-12. Students develop a MEd project consisting of a formal paper and presentation.
Last updated: May 14, 2024