EDUC 100
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/2022_23/General/EnglishProficiency.htm.
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.
EDUC 200
3 credits
Educational Psychology
Prerequisite(s): 15 university-level credits.
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.
EDUC 290
4 credits
Introduction to Aboriginal Culture and Language Education
Prerequisite(s): Admission to the Aboriginal Culture and Language Program
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, (Stó:lō), will be emphasized as students begin to investigate strategies for integrating Aboriginal culture and language into B.C. curriculum (IRP).
EDUC 291
4 credits
Intermediate Studies in Aboriginal Culture and Language Education
Prerequisite(s): EDUC 290
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.
EDUC 300
4 credits
Teaching and Learning Practices
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.
EDUC 410
3 credits
Schooling in a Diverse Society
Prerequisite(s): Admission to the Bachelor of Education program.
This course connects social justice theories with educational policy and pedagogy, builds a framework for the development of progressive teaching practices, and explores policy and pedagogy that support inclusive classrooms that integrate the goals of social justice into the mainstream curriculum.
EDUC 412
3 credits
Introduction to Development and Special Learning Needs
Prerequisite(s): Admission to the Bachelor of Education program.
This course reviews theories and models associated with learning and implications for children’s physical, cognitive, and socio-emotional development in classrooms and schools. The Universal Design for Learning, differentiation, and the identification and support of students with special needs is included.
EDUC 413
3 credits
Introduction to Adolescent Development and Special Learning Needs
Prerequisite(s): Admission to the Bachelor of Education program.
This course reviews theories/models associated with learning and implications for adolescents’ physical, cognitive, and socio-emotional development in classrooms and schools. The Universal Design for Learning, differentiation, and the identification of students with special needs is included.
EDUC 420
3 credits
Designs for Learning Elementary English Language Arts
Prerequisite(s): Admission to the Bachelor of Education program.
This course introduces concepts and pedagogical skills necessary to create a rich and dynamic English language arts program for the elementary classroom. Planning using the B.C. English Language Arts K-7 curriculum will be emphasized.
EDUC 421
2 credits
Designs for Learning Elementary Social Studies
Prerequisite(s): Admission to the Bachelor of Education program.
This course provides an introduction to 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 and critical challenges.
EDUC 422
1 credit
Designs for Learning Elementary Fine Arts
Prerequisite(s): Admission to the Bachelor of Education program.
This course provides an overview of the fine arts including Movement and Dance, Drama, Music, and Visual Arts using the B.C. Fine Arts Curriculum Guidelines. The integration of fine arts with other curriculum areas is included.
EDUC 423
2 credits
Designs for Learning Elementary Science
Prerequisite(s): Admission to the Bachelor of Education program.
This course introduces fundamental pedagogical concepts and skills necessary for the effective teaching of elementary science using the B.C. Ministry of Education curriculum. Approaches include inquiry, discovery, conceptual change, critical challenges, and direct instruction.
EDUC 424
3 credits
Designs for Learning Elementary Mathematics
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 425
1 credit
Designs for Learning Elementary Physical and Health Education
Prerequisite(s): Admission to the Bachelor of Education.
IIntroduces 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.
EDUC 431
3 credits
Designs for Learning Secondary English Language Arts
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 432
3 credits
Designs for Learning General Social Studies
Prerequisite(s): Admission to the Bachelor of Education program.
This course 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.
EDUC 434A
1.5 credits
Designs for Learning Secondary History/Geography
Prerequisite(s): Admission to the Bachelor of Education program.
This course provides the fundamental theoretical concepts and practical skills necessary to teach History and Geography 12 as well as secondary studies in Civics, BC First Nations, and Social Justice using the B.C. Ministry of Education curriculum.
Note: Both EDUC 434A and EDUC 434B must be completed before credit can be obtained.
EDUC 434B
1.5 credits
Designs for Learning Secondary Language Arts
Prerequisite(s): Admission to the Bachelor of Education program and EDUC 431.
This course draws on students’ knowledge gained in EDUC 431 and builds deeper understanding of expressive (writing and speaking) and receptive (listening and reading) skills in such topics as poetry, creative writing, expository writing, and literature. The B.C. Ministry Integrated Resources Packages for curriculum requirements and teaching strategies is used.
Note: Both EDUC 434A and EDUC 434B must be completed before credit can be obtained.
EDUC 435
3 credits
Designs for Learning Secondary Mathematics
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 436
3 credits
Designs for Learning Secondary Science
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 437A
1.5 credits
Designs for Learning Secondary Science (Biology/Earth Science focus)
Prerequisite(s): Admission to the Bachelor of Education program and EDUC 436.
This course provides pedagogical concepts and skills necessary for effective teaching of secondary Senior Science courses (Biology and Earth Science focus) including Sustainable Resources 11 and 12, using the B.C. Ministry of Education curriculum.
Note: Both EDUC 437A and EDUC 437B must be completed before credit can be obtained.
EDUC 437B
1.5 credits
Designs for Learning Secondary Science (Chemistry/Physics focus)
Prerequisite(s): Admission to the Bachelor of Education program and EDUC 436.
This course provides pedagogical concepts and skills necessary for the effective teaching of secondary Senior Science courses (Chemistry and Physics focus) including Science and Technology 11, using the B.C. Ministry of Education curriculum.
Note: Both EDUC 437A and EDUC 437B must be completed before credit can be obtained.
EDUC 440
1 credit
Professional Communication in Schools
Prerequisite(s): Admission to the Bachelor of Education.
Introduces principles of effective communications in the school setting, examines effectiveness of the teacher’s 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.
EDUC 441
1 credit
Online Teaching and Learning
Prerequisite(s): Admission to the Bachelor of Education program.
This course introduces structures, technologies, curricular designs, and pedagogical approaches which characterize online teaching and learning including distributed learning, blended instruction, continuous progress, and self-directed learning and Moodle.
EDUC 442
1 credit
Introduction to Action Research
Prerequisite(s): Admission to the Bachelor of Education.
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 teacher’s ongoing professional development and emerging teacher identity in relation to decolonization, equity, diversity, and inclusion.
EDUC 444
1 credit
Classroom Management Strategies
Prerequisite(s): Admission to the Bachelor of Education program.
This course introduces traditional and contemporary approaches to classroom management in the K- 12 classroom. The use of routines, individual behaviour plans, whole class reward systems, environment supports, and student choice will be examined.
EDUC 445
2 credits
Lesson Planning and Assessment
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 446
1 credit
The Role of Technology in Teaching
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 447
3 credits
Indigenous Education and B.C. Schools
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 448
1 credit
Conflict Resolution in Schools
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 450
2 credits
Second Language Learning in Classroom Practice
Prerequisite(s): Admission to the Bachelor of Education program.
This course prepares teachers in effective elementary curriculum and instruction strategies for students from a wide variety of linguistic and cultural backgrounds. The course also considers the theory and research in second language learning, and examines recommendations for K-12 classroom practice.
EDUC 452
2 credits
Unit Planning, Assessment, Evaluation, and Reporting
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 453
1 credit
Literacy Across the Curriculum
Prerequisite(s): Admission to the Bachelor of Education program.
This course explores ways in which language arts in the elementary grades relates to other subject areas using the B.C. Ministry of Education curriculum as a guide. Focus is placed on developing multimodal literacies to foster curricular integration.
EDUC 454
1 credit
Mental Health and Special Learning Needs
Prerequisite(s): Admission to the Bachelor of Education program.
This course orients students to the individualized needs of students with low incidence special or mental health needs including any educational, psychological, behavioral, and social needs of students. Focus is placed on teaching strategies to support these students at school.
EDUC 460
2 credits
Governance and Reform in Public Education
Prerequisite(s): Admission to the Bachelor of Education program.
This course develops an understanding of the issues emerging from historical struggles in public schools, differences between the various stakeholder groups involved with schooling, and differences between a range of philosophies of education.
EDUC 481
1 credit
Special Topics in K-12 Education I
Prerequisite(s): Admission to the Bachelor of Education or a B.C. teaching certificate.
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).
EDUC 482
2 credits
Special Topics in K-12 Education II
Prerequisite(s): Admission to the Bachelor of Education or a B.C. teaching certificate.
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).
EDUC 483
3 credits
Special Topics in K-12 Education III
Prerequisite(s): Admission to the Bachelor of Education or a B.C. teaching certificate.
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).
EDUC 490
6 credits
School Experience
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 492
12 credits
Integration of Knowledge and Practice
Prerequisite(s): Admission to the Bachelor of Education program and EDUC 490.
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.
EDUC 495
2 credits
Applications of Reflective Practice
Prerequisite(s): Admission to the Bachelor of Education.
Develops candidates’ 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 candidates’ 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.
EDUC 498
2 credits
Special Topics in K to 12 Education
Prerequisite(s): Admission to the Bachelor of Education.
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.
EDUC 700
5 credits
Leadership Theory and Practice
Prerequisite(s): Admission to the Master of Education.
Introduces students to leadership theory and practice in K-12 settings. Leadership—including teacher leadership and mentorship—approaches, concepts and issues are examined. The course explores practical and theoretical perspectives and challenges facing educational leaders.
EDUC 701
5 credits
Focus on Mentoring
Prerequisite(s): Admission to the Master of Education and EDUC 700.
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.
EDUC 702
5 credits
Leading and Mentoring in Professional Learning Communities
Prerequisite(s): Admission to the Master of Education, EDUC 700, and EDUC 701.
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.
EDUC 703
5 credits
Policy, Identity, and Context
Prerequisite(s): Admission to the Master of Education, EDUC 700, EDUC 701, and EDUC 702.
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.
EDUC 704
7 credits
Research Methods and Fieldwork
Prerequisite(s): Admission to the Master of Education, EDUC 700, EDUC 701, EDUC 702, and EDUC 703.
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.
EDUC 705
3 credits
Capstone Project
Prerequisite(s): Admission to the Master of Education, EDUC 700, EDUC 701, EDUC 702, EDUC 703, and EDUC 704.
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.
