Please note the following: A full undergraduate university degree-level credit is the equivalent of one academic year of study. For example, a full university course normally runs from September to April or is the equivalent of two semester-long courses. Both full-year and half-year courses are acceptable to meet the ten full undergraduate degree level admissions requirement.
For example, if your home university follows a 3. Important Academic Considerations. Your undergraduate degree must be completed no later than April of the specified Admissions Year.
Only those credits completed at the undergraduate degree level within an acceptable undergraduate degree program are used to calculate admission averages.
A full undergraduate university degree level credit is the equivalent of one academic year of study. College diploma credits assigned as advanced standing in a degree program will not be used for these purposes. Some preference is given to applicants with graduate level qualifications. Acceptable Degree The minimum credential for admission is an undergraduate degree conferred by an acceptable university or other postsecondary institution as outlined below: In Canada, an acceptable university is one that is authorized to confer academic degrees under the laws of jurisdiction in which it operates.
In Canada, an acceptable college is one that is authorized to confer degrees under the laws of jurisdiction in which it operates; the college must be publicly funded. In the United States, an acceptable university is one that is authorized to confer academic degrees under the laws of jurisdiction in which it operates. The university must be considered equivalent to a university referred to in number 1. In a country other than Canada an acceptable university is one that is authorized to confer academic degrees under the laws of jurisdiction in which it operates.
Typically, in the case of a country that is a member of the Commonwealth, the university is eligible for membership in the Association of Commonwealth Universities. This course will help teacher candidates develop the skills, knowledge, and professionalism expected of beginning core French teachers at the Intermediate and Senior levels.
Candidates will be involved in reflective and active learning. This course is offered in French. This course will help teacher candidates develop the skills, knowledge and dispositions expected of beginning teachers of International Languages. Although the emphasis will be on school programs at the Intermediate and Senior levels, the course will also expose students to community-based programs for Intermediate level learners.
This course will introduce candidates to the methodologies and issues relevant to teaching History in Ontario in the Intermediate and Senior divisions grades Adapting the History program to meet the needs of a diverse student body will be highlighted.
The course will also introduce candidates to new directions for reshaping the History curriculum. Course methods include demonstrations, interactive sessions, small group activities and field studies. Assignments will require candidates to develop practical applications and to link theory and practice. This course explores the principles and practices in Family Studies in Ontario.
As a foundation for lesson and curriculum design, students will examine personal experience, professional practice, and current research, encompassing the evolving nature of the field, including integrated curriculum; alternative perspectives on teaching and learning; approaches to community-building, and inclusion of diverse learners; assessment and evaluation strategies; management and safety issues; utilization of technology; reciprocal school, community, and societal impact.
Assignments will require students to prepare practical applications and to apply educational pedagogy to classroom realities. Students are encouraged to develop a personal philosophy about teaching Family Studies, based on critical and reflective practice.
A consideration of mathematics education at the Intermediate and Senior levels, including discussion of objectives, teaching methods, instructional materials, testing and evaluation, and selected topics from the Ministry of Education and Training guidelines.
This course investigates approaches to music learning, teaching, and assessment through vocal and instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology MIDI and media arts.
Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in Grades Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units.
Assignments involve practical applications of methodology and frequent personal reflections on music teaching. Teacher candidates will experience effective methods to teach movement patterns, motor skills, and team concepts so that their students will enjoy success in physical activities throughout their lifetime.
They will learn to deliver active living health concepts through various teaching methods so their future students will develop better decision-making abilities with regard to their own health. Candidates will understand and employ various teaching approaches, which acknowledge both the unique growth of individual students and also the sequential stages of learning.
Candidates will also explore, practice, and evaluate safe action while teaching, coaching, and supervising physical and health education activities. This course explores contrasting images of political education in democratic contexts with special attention to curriculum perspectives and instructional practices used in intermediate and senior Politics courses in secondary schools in Ontario.
A variety of learning methodologies, assessment approaches and curriculum design practices will be examined and developed. Special attention will be given to issues and questions related to 'education for citizenship' as it is addressed in the intermediate Civics course, senior Politics courses, and across the curriculum.
Course methods include lectures, demonstrations, interactive sessions, small group activities, independent and group investigations, and field studies.
Assignments will require candidates to prepare practical applications for Politics courses and to think critically and reflectively about the links between theory and practice. A range of teaching methodologies, assessment approaches, and curriculum designs will be examined and developed.
This course will also focus on issues and questions related to current curriculum reform efforts. Course methods include lectures, demonstrations, interactive sessions, small group activities, and field studies. Assignments will require candidates to prepare practical applications and to link theory and practice.
Special emphasis will be placed on the use of information technology and other media in the classroom in order to foster critical thinking. Primarily intended to prepare teachers of Religious Education in Roman Catholic secondary schools, the focus of the course is the discipline of Religious Education and not religious doctrine. This course examines contemporary theories and issues of pedagogy, analyzes present guidelines and support materials, and addresses teaching models and assessment practices relevant to the field of Religious Education.
Candidates enrolled in this course can be expected to do one practicum in a Roman Catholic secondary school setting. The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Throughout the program, efforts are made to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools.
This course is designed to prepare teachers of Business in Grades It focuses on evidence-based curriculum development, planning, and implementation for a range of Business Courses.
Innovative instructional techniques and assessment approaches for teaching a variety of Business Studies curricula at all secondary grade levels will be examined. Other topics addressed include the use of technology, selection and creation of resources for business courses, and current issues and directions in business education. The establishment and maintenance of an effective learning environment will be emphasized. Innovative instructional techniques and assessment and evaluation of student performance in Accounting will be explored.
Other topics addressed include the use of technology in Accounting, selection and creation of resources for use in Accounting courses, and current issues and directions in the field of Accounting. A range of teaching and learning strategies, assessment practices, and approaches to curriculum design will be introduced as they relate to philosophical thought.
Teacher candidates will also have an opportunity to explore, in an integrated delivery model, several topics and issues of particular relevance to the curriculum context in which they may work. Key topics, activities and learning outcomes will address strands in both Grades 11 and Grade 12 courses, including philosophy and everyday life, metaphysics, epistemology, logic, ethics, and research and inquiry skills. Some usage of IT will be put into application.
Important critiques of the philosophical canon from postmodernism, feminism, and postcolonialism will be raised throughout. This course facilitates the development of understandings and strategies for using the concepts and skills of geography to help students learn.
Candidates develop lessons and curriculum materials that are appropriate for diverse learners and for teaching different kinds of geographic social science content, including international and cross-cultural material. Consideration is given to issues related to current curriculum reform. The course includes inquiry models, field study, the application of technology in learning, feedback-oriented assessment, and a variety of instructional techniques.
Assignments involve practical applications and critical reflection. Starting in Year 3 of the BEd program, Concurrent candidates are required to develop a portfolio, which is a performance assessment tool that requires them to provide evidence of their learning and reflection through the analysis of a variety of artifacts.
Certification by the Ontario College of Teachers requires that each Teacher Candidate successfully complete a minimum number of practicum days. All placements on school sites are at the invitation of the Principal of the school. How to Apply: Consecutive Education. Recorded Webinar for May Admission Watch now! For a list of course descriptions, see the Course Descriptions page. Course offerings and program requirements are subject to change each year. For an overview of degree requirements, see the Consecutive Education Degree Requirements.
Concentrations are offered to both Primary-Junior and Intermediate-Senior teacher candidates Concurrent Education students complete concentration courses in their final year. By combining a Focus course, an Educational Studies course, and the Alternative Practicum, teacher candidates can tailor their program to their interests and form a concentration in areas such as:. Program tracks are offered to both Primary-Junior and Intermediate-Senior teacher candidates.
For more information, see each of the program track pages and How to Apply :. Teacher candidates complete 18 weeks of practicum placements in the same Associate School, including 3 weeks in the first summer, 7 weeks in the fall, 4 weeks in the winter, and 4 weeks in the second summer term.
These placements are arranged by our Practicum Office. Teacher candidates cannot make their own arrangements or be placed in the secondary school from which they graduated, as this may present a conflict of interest.
The 3-week Alternative Practicum is typically completed outside the school system, and takes place in the winter term after March Break. It must be consistent with one of the goals of your concentration see Course Descriptions. Teacher Candidates normally make their own arrangements for the Alternative Practicum subject to the approval of their concentration instructor , unless you are requesting certain school boards in Ontario.
You can complete it anywhere in the world, as long as it is related to your concentration, and you can apply for a Travel Fellowships to help you get there. Your program focus instructor will facilitate and approve your topic and location, and can also supply you with a letter of introduction that may help you in obtaining a placement.
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