The theory and process of curriculum development based on a faith-informed understanding, with diverse applications of classroom curriculum planning. Topics include: definitions and aims of the curriculum; justifying the curriculum; current approaches to curriculum development; knowledge and curriculum content; curriculum integration; planning, constructing and implementing classroom units; evaluating and using curriculum resources; curriculum planning, implementation and evaluation of successful teacher planning methods.

The study of the identification, etiology, diagnosis, and prognosis of students with exceptional learning needs such as learning and physical disabilities, visual and auditory impairments, behaviour disorders, intellectual delay, and giftedness as related to classroom experiences in schools.

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 2.5 hours a week for 8 weeks in a K-12 school.

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 2.5 hours a week for 10 weeks (or 30 hours of classroom experience if the course happens for one to two weeks during the month of May.

This introductory course investigates the English language itself (what we teach), the various ELT (English Language Teaching) methodologies and classroom techniques (how we teach), and the participants in the teaching/ learning process (the who of ELT).

A critical consideration of selected educational thinkers and the establishment and development of public schooling in British Columbia. An evaluation of prominent theoretical approaches to education and how they are rooted in certain worldview perspectives. An examination of important issues in education such as the nature and aims of schooling, views of knowledge and the curriculum, and moral and values education. This course centres on the development of a personal theory of education.

This course covers principles of teaching and learning in a classroom setting. Topics include: the nature and purpose of schooling; models of teaching and learning; pedagogy and learning styles; classroom planning and management; and current issues of education concerning inclusion and diversity. This course is guided by the assumption that one's faith impacts one's actions in meaningful and thoughtful ways. This course requires an experiential learning component, which is typically 12 hours of classroom observation in a K-12 school.

An evaluation of psychological theories and research relating to learning and teaching, with a focus on: developmental stages, learning theories, motivation, classroom management, evaluation, inter- and intra-individual differences, and needs of exceptional children.

An exploration of student diversity in contemporary Canadian K-12 classrooms. The aim of this course is to provide pre-service teachers with an intersectional lens, to explore their social identities, worldviews, and beliefs to better understand the diverse students they will be teaching in the future. Some of the themes will include: disability awareness, children’s rights and welfare, gender, race, religious practices, refugees, English Language Learners, at-risk students, mental health and trauma-informed practice.

This final practicum builds upon the preparation of students for their roles as education assistants in the school system by combining theoretical knowledge with hands-on experience. The focus is on developing specific competencies for education assistants within the classroom setting, with an emphasis on augmentative communication and curriculum modification and adaptation skills. More advanced skills, including data gathering, writing, guiding, and caring, as well as enhancing collaboration abilities will be practiced.