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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

Bachelor of Education

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Join us for a webinar to learn more about our innovative Bachelor of Education program.

Overview

Our Bachelor of Education (BEd) program, focusing on Primary-Junior (PJ) and Intermediate-Senior (IS) levels, is designed to provide you with the knowledge and skills you need to become an effective 21st-century educator. Our faculty strives to educate thoughtful, well-informed and socially responsible educational teachers who make optimal use of new and emerging digital technologies for learning. 

  • Our 16-month program enables you to graduate and enter the workforce a full term earlier than most other BEd programs.
  • We graduate exceptional teachers who will truly make a difference and become educational leaders.
  • We pride ourselves in having a strong, supportive student and faculty community for all students. 
  • Finally, we are committed to providing an inclusive and equitable learning environment, and our courses reflect these principles. 

Why Us?

  • We offer a 16-month program that allows you to graduate and enter the workforce a full-term sooner than most other BEd programs.
  • We strive to develop exceptional teachers and leaders. Period. 
  • We masterfully integrate learning and technology to help you create leading-edge digital-age learning environments. 
  • BEd graduates from our program who obtain a 3.7 GPA or higher and meet the graduate studies admission requirements will be accepted into Ontario Tech's Master of Education Program.
  • We offer multiple conferences focussing on Equity, Diversity and Inclusion, Mental Health, Indigenous issues, STEAM, Environmental issues, Classroom Management, and Accessibility.
  • We are one of the only BEd programs to offer Mental Health First Aid Certification in Canada.
  • We provide one fully online-semester using state-of-the-art virtual classrooms, increasing your expertise in online learning environments.

Primary/Junior (Kindergarten to Grade 6)

We designed our Primary/Junior program to prepare you to be an extraordinary elementary school teacher.  We focus on helping you become a well-rounded, reflective practitioner with a growth mindset.  We also emphasize critical areas desired by principals, including digital literacies, mathematics, coding, science, mental health, and inclusion. 

Intermediate/Senior (Grades 7 to 12)

We designed our Intermediate/Senior program to develop teachers who make a difference.  We want you to become caring, thoughtful leaders in your subject areas, developing safe, inclusive, thriving learning environments that maximize the benefits of technology.

Intermediate/Senior teachers are required to have two teachable subjects. 

  • For your first teachable subject, you will need a minimum of 5 full or equivalent undergraduate or graduate courses.
  • For your second teachable subject, you will need a minimum of 3 full or equivalent undergraduate or graduate courses.
We currently offer the following teachable subject areas:
  • Biology
  • Chemistry or Physics
  • English
  • General Science
  • Health and Physical Education
  • History
  • Mathematics

Please note that Science and Math teachables cannot be combined with English and History teachables. Physics and Chemistry teachables can also not be combined. 

Term 1 (Fall - Sept to Dec)

Term 2 (Winter - Jan to April)

Term 3 (May to June) - Online Virtual Classroom

Term 4 (Sept to Dec)

Electives 

Elective requirements: You will choose electives during the second fall term.
Note: Elective courses are subject to change from year to year, based on student interest and enrollment.

Course Descriptions

EDUC 1300U – Foundations I: Planning and Preparation

This course provides teacher candidates with an overview of approaches to teaching and learning, with an emphasis on the interconnected nature of planning, instruction, assessment, and managing student behaviours within a classroom. The course will include an examination of Ontario curriculum documents, supporting resources, as well as a review of current research and theory related to instruction and classroom practices within the Ontario context. The emphasis will be on classroom methods and approaches that have broad applicability across curriculum areas and across a wide range of behavioural, emotional, and academic issues.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to BEd students.

EDUC 1301U – Learning and Development

This course provides teacher candidates with the opportunity to explore key theories and issues in human development and learning specific to primary and junior teaching. Teacher candidates will be introduced to the major psychological theories and latest research related to human development, in the areas of physical, cognitive, social, emotional, and personality development, as well as learning methods and styles. This knowledge is then applied to the classroom setting in order for teacher candidates to understand and guide student behaviour, learning, and achievement. An objective of this course is to promote healthy development in all areas of life such as academic, personal, and social.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to BEd students.

EDUC 1302U – P/J Digital Literacies I (Language Arts and Digital Technology)

This course supports teacher candidates to understand multiple literacies both as producers and consumers. In addition, teacher candidates become more familiar with aspects of the Ontario curriculum: Language, including the expectation organizers: listening, speaking, writing, reading, media, and drama. This course examines how technology enables JK to grade 6 language learners to participate in formal and informal learning settings. Through this course teacher candidates also study how they, as learners, and the learners they teach can become self-directed, autonomous, co-creators of communications. This course employs a critical theory approach to examine children’s literature for social justice and other forms of an inclusive curriculum.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 1305U – Foundations II: Curriculum Theory and Practice

This course builds on concepts established in EDUC 1300U - Foundations I: Planning and Preparation + 22 days Field Experience, exploring more deeply approaches to teaching and learning and how such approaches align with visions of teaching/learning for the 21st century. Although the interconnectedness of planning, instruction, and management of students and class behaviours remain key foci of the course, the emphasis shifts to a deeper analysis of assessment within the Ontario context. The course provides students with an analysis of assessment within the Ontario context. The course provides students with opportunities to analyze Ontario curriculum documents, supporting resources, and current research and theory related to instruction, assessment, and classroom practices within the Ontario context. Continued reflective practice is emphasized, as well as increased problem-solving and creative solutions to the complexities of planning, instruction, assessment, and managing classrooms to optimize student learning.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): EDUC 1300U 
Note(s): Restricted to BEd students.

EDUC 1306U – P/J Digital Literacies/Social Studies II (Language Arts and Social Studies)

Teacher candidates will apply their learning from P/J Digital Literacies I into practice in realistic contexts during this course.  The overall approach to this course continues to examine how technology enables JK to Grade 6 learners to participate in formal and informal learning settings. Through micro-teaching experiences, teacher candidates will have opportunities to apply their knowledge and teaching strategies. Teacher candidates will continue to utilize the Ontario curriculum: Language with an emphasis on curriculum planning, particularly through integrating subjects, such as Language Arts and Social Studies. Through an inquiry process, teacher candidates will explore citizenship, spatial literacy, and critical thinking across current and historical contexts. Teacher candidates will become familiar with the Ontario curriculum: Social Studies, including the strands of Heritage and Identity, and People and Environments. Related digital resources will provide gateways into communicating ideas and exploring significant events and issues in our diverse communities. This course has a focus on creating inclusive classroom environments through considerations of differentiated learning and experience, as well as attention to equity and social justice.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): EDUC 1302U 
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 1308U – P/J Mathematical Thinking and Doing

This course is designed to provide teacher candidates with opportunities to develop their conceptual understanding, procedural skills, and confidence in the mathematical knowledge required for teaching. Through a problem-solving approach, teacher candidates will be invited to reconstruct their current perspectives of mathematics and enhance their understanding of mathematics pedagogy. The course will emphasize diverse ways of reasoning with and about mathematics, which includes a focus on mathematical communication and contextualized explorations with connections to other subject areas. Specific considerations for teaching in the P/J classroom, such as making connections amongst mathematical ideas, physical and virtual representations, and emotional experiences will be addressed.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 1314U – P/J Health & Physical Education

This course provides teacher candidates with an overview of teaching fundamental movement skills, active living and healthy living by investigating the three strands in the Health and Physical Education curriculum. Theoretical and practical Health and Physical Education aspects as well as the fundamental concepts for each of the three strands are explored in this introductory course. The curriculum content will involve activities and strategies for promoting healthy active living as well as health-related content. Students will focus on the development of physical literacy and health literacy, and investigate concepts of inclusion, mental health, mindfulness and their impact on students’ academic success and overall wellness.​

Credit hours: 3
Lecture hours: 4

EDUC 1315U – The Arts Primary/Junior

This course introduces the Arts (Dance, Drama, Music and Visual Arts) to all P/J students. Students will focus on each of the arts as distinct disciplines and will explore their essential fundamental components. Current theoretical and practical classroom aspects of the four art disciplines will be introduced as well as integrating their use in teaching with other disciplines.

Credit hours: 3
Lecture hours: 4

EDUC 1330U – P/J Mathematics Methods I

This course provides prospective elementary teachers with an opportunity to explore key issues in mathematics teaching and learning. Emphasizing the “unpacked” mathematical knowledge required for teaching, course participants will explore topics such as: constructivist-based teaching approaches; uses of technology for enriched learning; communication, assessment and evaluation; multiple representations and the interconnectedness of curricular expectations; how aesthetic and affective experiences can be used to benefit learning and to teach for equity, diversity, collaboration, and community. Course participants will explore, analyze and develop concrete examples of inquiry-style learning with an emphasis on mathematical reasoning. Through readings, classroom activities and discussions, students will develop knowledge and skills in mathematics while exploring their personal values and beliefs about education in this discipline, with an eye toward creating positive learning environments for their future students.

Credit hours: 1.5
Lecture hours: 2
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 1340U – P/J Mathematics Methods II

Designed as a follow up to EDUC 1330U – P/J Mathematics Methods I , this course addresses, builds on and extends the major themes introduced in EDUC 1330U. This course will provide prospective elementary teachers with a more in-depth look at the intricate connections between mathematics thinking and learning, and how these connections can be used to design and develop interdisciplinary classroom activities that meet the needs of diverse learning communities. A focus of this course will be on the design, development and critique of assessment methods for, of and as learning in an inquiry-based classroom environment.  Course participants will explore, debate, discuss, analyze and reflect on a variety of traditional and innovative instructional and assessment approaches, with special attention toward the use of technology for interdisciplinary learning. Students will also be required to show proficiency in the subject matter they will teach, as per the course corequisites.

Credit hours: 1.5
Lecture hours: 2
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 1370U – P/J Science & Technology I

This course provides prospective elementary teachers with an opportunity to explore key issues in science and technology teaching and learning. Emphasizing the “unpacked” science and technology knowledge required for teaching, course participants will explore topics such as: constructivist-based teaching approaches; uses of technology for enriched learning; communication, assessment and evaluation; multiple representations and the interconnectedness of curricular expectations; how aesthetic and affective experiences can be used to benefit learning collaboration, and community. Course participants will explore, analyse and develop concrete examples of inquiry-style learning with an emphasis on scientific reasoning. Through readings, classroom activities and discussions, students will develop knowledge and skills in science, while exploring their personal values and beliefs about education in this discipline, with an eye toward creating positive learning environments for their future students.

Credit hours: 1.5
Lecture hours: 2
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 1380U – P/J Science & Technology II

Designed as a follow up to EDUC 1370U – P/J Science & Technology Methods I, this course addresses, builds on, and extends the major themes introduced in the EDUC 1370U. This course will provide prospective elementary teachers with a more in-depth look at the intricate connections between science and technology thinking and learning, and how these connections can be used to design and develop interdisciplinary classroom activities that meet the needs of diverse learning communities. A focus of this course will be on the design, development and critique of assessment methods for, of, and as learning in an inquiry-based classroom environment.  Course participants will explore, debate, discuss, analyze and reflect on a variety of traditional and innovative instructional and assessment approaches, with special attention toward the use of technology for interdisciplinary learning. Students will also be required to show proficiency in the subject matter they will teach, as per the course corequisites.

Credit hours: 1.5
Lecture hours: 2
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 2400U – Equity and Diversity

This course aims to demonstrate that diversity within a learning community is a rich resource and one that requires a clear commitment to policies and practices that ensure equitable opportunities for academic success. We will explore how the intersectionalities of gender, socio-economic status, race, language, faith, culture, sexual orientation and ability to position students differently with respect to power and privilege. These diverse positions will result in varying levels of academic achievement. Students will examine ministry publications and explore culturally responsive teaching strategies for using students’ prior linguistic and cultural knowledge, as well as other aspects of their identities to scaffold the learning of new concepts and skills. This course is framed from the standpoint that both theory and lived experience can powerfully inform our pedagogy, and therefore strikes a balance between drawing on theoretical concepts (critical multiculturalism, language acquisition, and indigenous traditional knowledge) and the real-life experiences of students from diverse backgrounds.

Credit hours: 3
Lecture hours: 4

EDUC 2401U – Learning in Digital Contexts

The purpose of this course is to discuss strategies for integrating digital technologies in the classroom based on current research practice and to examine the impact of embedding these technologies in learning environments. This course will address practical and technical knowledge, the pedagogical and theoretical practices associated with technology-enhanced learning and the intersections of race, gender, ethnicity, class, ability and culture as they relate to the consumption, production and utilization of technology. The tools and resources available to students will be introduced on a thematic basis, encompassing key areas pertaining to 21st-century learning and skills development. This includes, but is not limited to: digital presentations, game-based learning, digital storytelling, website design, adaptive and assistive technologies, and teacher productivity applications. In-class activities will include group discussion as well as practice acquiring and utilizing essential skills for integrating digital tools into the classroom.

Credit hours: 3
Lecture hours: 4

EDUC 2402U – Teaching for Inclusion: Special Needs and Individualized Education

This course focuses on the theory and practice to address the diverse needs of all students in the classroom, including those students who have special needs. The course provides rationale and understanding into the principles of inclusion and equity for all learners, with emphasis on the role of the teacher in differentiating instruction and applying culturally responsive teaching strategies, and strategies that support diverse family needs. Instructional and assessment strategies most likely to succeed with diverse learners are explored, with an emphasis on assistive technology and other digital technologies that support special needs and diverse learners. The course includes a review of legislation and relevant documents including required procedures such as Individual Education Plans (IEPs) and identification, placement and review committee processes (IPRC).  Students are encouraged to see effective partnerships with parents and other professionals as essential to effective learning and integration.

Credit hours: 3
Lecture hours: 4

EDUC 2404U – Education Law, Policy and Ethics

Education Law, Policy and Ethics introduces teacher candidates to the basic legal issues related to teaching in the publicly-funded school systems in Ontario. Teachers must be aware of their rights and obligations as defined in legislation. They must also understand how education is delivered to pupils in Ontario and the basic structure supporting that delivery. Teacher candidates will develop an understanding of their role as a teacher and their responsibilities through the study of Ontario education law, policy, and related legislation including the Constitution Act 1867 and 1982, the Child and Family Services Act, the Education Act, the Ontario College of Teachers Act, and the Teaching Profession Act.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to BEd students.

EDUC 2405U – Foundations III: Long Range Planning and Assessment

This course examines more deeply the continued interplay of theory and practice drawing upon their experiences, previous course work, and promising pedagogies through practitioner inquiry. This course builds upon the theoretical principles that guide assessment within the Ontario context including assessment for learning, assessment of learning, and assessment as learning. The course allows teacher candidates to integrate knowledge of learners, learning, subject matter, pedagogy, assessment, and educational goals to design short-term and long-range plans for their applicable grades and subjects. Major aspects of this course are self-directed; teacher candidates are encouraged to design plans for specific contexts related to career goals. The course further establishes the initial pre-service teacher education foundations upon which beginning teachers could build upon throughout their teaching careers.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): EDUC 1300U and EDUC 1305U 
Note(s): Restricted to BEd students.

EDUC 2406U – Reflective Practice/Action Research

In this course, students will explore reflection in the context of professional practice. This course will focus on ways in which reflection informs professional actions and facilitates learning, growth, and development.  Students will examine theoretical perspectives and research approaches that inform reflective practice. The theories and perspectives of John Dewey, Donald Shon, John Heron, Kurt Lewin, and relevant others will be examined in the context of reflective practice and research. Research traditions, including action research, collaborative inquiry, and Japanese Lesson Study will be addressed. Topics include the role of reflection in professional practice and professional development; the relationships among reflection, learning, professional practice, and research; the roles of reflection in constructivist teaching and learning; reflection in case study research, self-research, and action research.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S Consecutive BEd students.

EDUC 2407U – Mental Health Issues in Schools

This course focuses on the growing concern of mental health issues for students in the education system. Students in the course will learn of the various mental health problems facing children and youth in primary and secondary grades such as depression, anxiety, eating disorders, and self-injurious behaviours. Future teachers will learn the proper steps of addressing mental health issues within the school context; including the roles and responsibilities of various individuals and agencies, teaching strategies, accommodations, and current intervention strategies that assist students with mental health problems. In addition, this course will review parental mental health issues and their impact on children, learning, and the teaching profession. Canadian practices, legal issues, diagnostic procedures, IEP’s, ethical issues, and prevention methods related to the school environment will be underlying concepts throughout the course. A highlighted focus will be addressing the stigma of mental health in schools. The course will be delivered in a module/hybrid style format that allows students to become immersed in the content and address current beliefs and views related to mental health in a safe and reflective manner.

Credit hours: 3
Lecture hours: 4

EDUC 2408U – P/J Coding and Communication

Today’s children are born into a technology-rich environment vastly different from that experienced by even quite recent generations. Students will increasingly need skills in coding and computational communication to be active participants in a digital world. This course will introduce Primary/Junior teacher candidates to leading-edge pedagogies and skills for learning and teaching the foundations and fundamentals of programming geared for K-6 learners. By exploring and analyzing an array of child-friendly software aimed at developing the basics of coding and digital communication for K-6 learners, teacher candidates will develop innovative pedagogies for teaching and learning in the 21st century. Topics may include: coding educational games, developing mobile apps, LEGO robotics, and digital storytelling.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J Consecutive BEd students.

EDUC 3200U – Introduction to Indigenous Pedagogy

The course explores Indigenous ways of knowing. Participants will develop an understanding of how learning takes place in the classroom and out of doors through an Indigenous worldwide. Participants will utilize various Indigenous methodologies to a) guide and inform their understanding of appropriate Indigenous ways of teaching, b) develop their awareness of how the land shapes the cultures of people in their traditional territory, and c) how to apply this knowledge in the current K-12 classroom context.

Formerly: Pedagogy of the Land
Credit hours: 3
Lecture hours: 4

EDUC 3201U – Environmental Education

In this course, students will have opportunities to develop critical skills for implementing environmental education in the Ontario context. The course will employ a project-based approach, enabling participants to develop resources for infusing Environmental Education in academic, professional, and everyday lives. Students are expected to complete readings, reflections and research tasks; participate in individual and group learning activities; and complete projects and demonstrate knowledge, understanding, and application of environmental content and issues. Activities will include digital technology-based learning (blogs, discussion boards), field studies (outdoor/experiential learning) and traditional (Aboriginal) environmental knowledge.

Credit hours: 3
Lecture hours: 4

EDUC 3205U – Visual Arts: An Introduction to Indigenous Art

This is an introductory hybrid course using Visual Arts to develop a personal understanding and appreciation of diverse indigenous cultures through past and present artwork/artifacts. A sampling of artwork/artifacts from indigenous cultures from various parts of the globe will be studied with a portion of this course considering the artwork/artifacts from various Canadian indigenous cultures. As well as applying Critical Analysis, Art History, and art-making elements associated with Visual Arts, an interdisciplinary approach using inquiry-based learning will be used to achieve the course goals. A culturally responsive pedagogical approach will affirm the students’ own cultural heritage and develop an appreciation of indigenous cultures. This course is designed for those in both the Education and the broader university student population.

Credit hours: 3
Lecture hours: 4

EDUC 3206U – Teaching the Catholic Religion in Schools

This course, which is compulsory for teacher candidates who want to teach in Ontario Catholic schools, is designed to enhance the professional knowledge, understanding and skills of those teacher candidates. They will study ways in which curriculum can be designed to reflect the philosophy and values of the Catholic system and examine the relation between educational principles and everyday classroom practices.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S BEd students.

EDUC 3207U – Teacher as Coach

This course is intended to encourage teacher candidates to learn more about how to become involved in the life of the school outside of the classroom, whether through sports or other leadership opportunities. As a requirement of this elective, teacher candidates must complete a minimum of six hours as a volunteer/coach in one of their field placement schools. During the classroom component, teacher candidates will develop an understanding of the variety of co-curricular activities and the responsibilities associated with coaching/leadership. To develop a better appreciation of the complexities of organizing student activities, candidates will also have the opportunity to tour and survey the facilities within a secondary school.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S BEd students.

EDUC 3208U – Teaching Kindergarten

This course provides teacher candidates with an overview of teaching and learning at the kindergarten level. The content will include a review of related curriculum documents and supporting resources, as well as a review of current theory, teaching strategies and classroom practices at the kindergarten level.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S BEd students.

EDUC 3209U – Outdoor Education

In this course, students will have opportunities to develop both the essential foundations and practices for implementing safe and powerful curriculum-based learning in the out-of-doors. Students will be required to complete readings, reflections and research tasks; attend excursions incorporating place-based learning; participate in individual and group learning activities; complete assignments; and demonstrate knowledge and understanding of leadership styles and issues in the context of managing risk. Activities will include digital technology-based learning, oral presentations and experiential field studies.

Formerly: Outdoor Education Leadership: Fall
Credit hours: 3
Lecture hours: 4

EDUC 3216U – Teaching English Language Learners

This course aims to provide teacher candidates with the knowledge, skills and strategies required to improve their teaching of reading, writing, speaking and listening with English Language Learners. Socio-linguistic theories and approaches such as task-based learning and communicative language learning will form the foundations for classroom activities. This course will be of interest to teacher candidates wishing to teach domestically or abroad.

Credit hours: 3
Lecture hours: 4

Term 1 (Fall - Sept to Dec)

Term 2 (Winter - Jan to April)

Term 3 (May to June) - Online Virtual Classroom

Term 4 (Sept to Dec)

Curriculum Studies

Students will complete two curriculum studies courses for each of their teachable subject areas 

Note: Teachable combinations offered are subject to sufficient enrolment.

Electives 

Elective requirements: You will choose electives during the second fall term.
Note: Elective courses are subject to change from year to year, based on student interest and enrollment.

Course Descriptions

EDUC 1300U – Foundations I: Planning and Preparation

This course provides teacher candidates with an overview of approaches to teaching and learning, with an emphasis on the interconnected nature of planning, instruction, assessment, and managing student behaviours within a classroom. The course will include an examination of Ontario curriculum documents, supporting resources, as well as a review of current research and theory related to instruction and classroom practices within the Ontario context. The emphasis will be on classroom methods and approaches that have broad applicability across curriculum areas and across a wide range of behavioural, emotional, and academic issues.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to BEd students.

EDUC 1301U – Learning and Development

This course provides teacher candidates with the opportunity to explore key theories and issues in human development and learning specific to primary and junior teaching. Teacher candidates will be introduced to the major psychological theories and latest research related to human development, in the areas of physical, cognitive, social, emotional, and personality development, as well as learning methods and styles. This knowledge is then applied to the classroom setting in order for teacher candidates to understand and guide student behaviour, learning, and achievement. An objective of this course is promoting healthy development in all areas of life such as academic, personal, and social.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to BEd students.

EDUC 1305U – Foundations II: Curriculum Theory and Practice + Field Experience

This course builds on concepts established in EDUC 1300U - Foundations I: Planning and Preparation + 22 days Field Experience, exploring more deeply approaches to teaching and learning and how such approaches align with visions of teaching/learning for the 21st century. Although the interconnectedness of planning, instruction, and management of students and class behaviours remain key foci of the course, the emphasis shifts to a deeper analysis of assessment within the Ontario context. The course provides students with an analysis of assessment within the Ontario context. The course provides students with opportunities to analyze Ontario curriculum documents, supporting resources, and current research and theory related to instruction, assessment, and classroom practices within the Ontario context. Continued reflective practice is emphasized, as well as increased problem-solving and creative solutions to the complexities of planning, instruction, assessment, and managing classrooms to optimize student learning.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): EDUC 1300U 
Note(s): Restricted to BEd students.

EDUC 1309U – I/S Digital Literacies and Information and Communication Technology

The purpose of this course is to discuss and review digital technologies and the impact of embedding these technologies in learning environments. A series of modules have been designed to allow learners to increase their comfort and competence with digital technologies within educational settings. The tools and resources available to students will be introduced on a thematic basis, encompassing key areas pertaining to 21st-century learning and skills development. This includes, but is not limited to: digital presentations, game-based learning, digital storytelling, website design, adaptive and assistive technologies, and teacher productivity applications. In-class activities will be dedicated to acquiring and practicing essential skills for integrating ICT into the classroom. This includes practical or technical knowledge (e.g. troubleshooting, converting files), understanding the theoretical and pedagogical underpinnings of technology-enhanced learning practices, and how to apply these skills in their classrooms.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students.

EDUC 1310U – I/S Mathematical Thinking and Doing

This course is designed to provide teacher candidates with opportunities to develop their conceptual understanding, procedural skills, and confidence in the mathematical knowledge required for teaching. Through a problem-solving approach, teacher candidates will be invited to reconstruct their current perspectives of mathematics and enhance their understanding of mathematics pedagogy. This course will emphasize diverse ways of reasoning with and about mathematics, which includes a focus on mathematical communication and contextualized explorations with connections to other subject areas. Specific considerations for teaching in the I/S classroom, such as making connections amongst mathematical ideas, physical and virtual representations, and emotional experiences will be addressed.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students.

EDUC 1311U – I/S Coding and Communication

Today’s adolescents are born into a technology-rich environment vastly different from that experienced by even quite recent generations. Students will increasingly need skills in coding and computational communication to be active participants in a digital world and for the future workplace. This course will introduce Intermediate/Senior teacher candidates to leading-edge pedagogies and skills for learning and teaching the foundations and fundamentals of programming. By exploring and analyzing an array of adolescent-friendly software geared at developing the basics of coding and digital communication for Grade 7 to 12 learners, teacher candidates will develop innovative pedagogies for teaching and learning in the 21st century. Topics may include: coding educational games, developing mobile apps, LEGO robotics, and multi-platform digital projects.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to Consecutive BEd students.

EDUC 2400U – Equity and Diversity

This course aims to demonstrate that diversity within a learning community is a rich resource and one that requires a clear commitment to policies and practices that ensure equitable opportunities for academic success. We will explore how the intersectionalities of gender, socio-economic status, race, language, faith, culture, sexual orientation and ability to position students differently with respect to power and privilege. These diverse positions will result in varying levels of academic achievement. Students will examine ministry publications and explore culturally responsive teaching strategies for using students’ prior linguistic and cultural knowledge, as well as other aspects of their identities to scaffold the learning of new concepts and skills. This course is framed from the standpoint that both theory and lived experience can powerfully inform our pedagogy, and therefore strikes a balance between drawing on theoretical concepts (critical multiculturalism, language acquisition, and indigenous traditional knowledge) and the real-life experiences of students from diverse backgrounds.

Credit hours: 3
Lecture hours: 4

EDUC 2401U – Learning in Digital Contexts

The purpose of this course is to discuss strategies for integrating digital technologies in the classroom based on current research practice and to examine the impact of embedding these technologies in learning environments. This course will address practical and technical knowledge, the pedagogical and theoretical practices associated with technology-enhanced learning and the intersections of race, gender, ethnicity, class, ability and culture as they relate to the consumption, production and utilization of technology. The tools and resources available to students will be introduced on a thematic basis, encompassing key areas pertaining to 21st-century learning and skills development. This includes, but is not limited to: digital presentations, game-based learning, digital storytelling, website design, adaptive and assistive technologies, and teacher productivity applications. In-class activities will include group discussion as well as practice acquiring and utilizing essential skills for integrating digital tools into the classroom.

Credit hours: 3
Lecture hours: 4

EDUC 2402U – Teaching for Inclusion: Special Needs and Individualized Education

This course focuses on the theory and practice to address the diverse needs of all students in the classroom, including those students who have special needs. The course provides rationale and understanding into the principles of inclusion and equity for all learners, with emphasis on the role of the teacher in differentiating instruction and applying culturally responsive teaching strategies, and strategies that support diverse family needs. Instructional and assessment strategies most likely to succeed with diverse learners are explored, with an emphasis on assistive technology and other digital technologies that support special needs and diverse learners. The course includes a review of legislation and relevant documents including required procedures such as Individual Education Plans (IEPs) and identification, placement and review committee processes (IPRC).  Students are encouraged to see effective partnerships with parents and other professionals as essential to effective learning and integration.

Credit hours: 3
Lecture hours: 4

EDUC 2403U – Independent Inquiry/Internship

A key aspect of learning in the 21st century is that learning is becoming more individualized, and self-directed. The purpose of this course is to enable teacher candidates to work in-depth on an area they identify as the one in which they most need to build new or deeper skills and understandings about subject knowledge or professional knowledge. In consultation with faculty, teacher candidates will a) identify the area in which they most need to build greater competence; and b) devise a learning plan that includes study components, observation components, and a supervised internship in a field setting.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S BEd students.

EDUC 2404U – Education Law, Policy and Ethics

Education Law, Policy and Ethics introduces teacher candidates to the basic legal issues related to teaching in the publicly-funded school systems in Ontario. Teachers must be aware of their rights and obligations as defined in legislation. They must also understand how education is delivered to pupils in Ontario and the basic structure supporting that delivery. Teacher candidates will develop an understanding of their role as a teacher and their responsibilities through the study of Ontario education law, policy, and related legislation including the Constitution Act 1867 and 1982, the Child and Family Services Act, the Education Act, the Ontario College of Teachers Act, and the Teaching Profession Act.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to BEd students.

EDUC 2405U – Foundations III: Long Range Planning and Assessment + Field Experience

This course examines more deeply the continued interplay of theory and practice drawing upon their experiences, previous course work, and promising pedagogies through practitioner inquiry. This course builds upon the theoretical principles that guide assessment within the Ontario context including assessment for learning, assessment of learning, and assessment as learning. The course allows teacher candidates to integrate knowledge of learners, learning, subject matter, pedagogy, assessment, and educational goals to design short-term and long-range plans for their applicable grades and subjects. Major aspects of this course are self-directed; teacher candidates are encouraged to design plans for specific contexts related to career goals. The course further establishes the initial pre-service teacher education foundations upon which beginning teachers could build upon throughout their teaching careers.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): EDUC 1300U and EDUC 1305U 
Note(s): Restricted to BEd students.

EDUC 2406U – Reflective Practice/Action Research

In this course, students will explore reflection in the context of professional practice. This course will focus on ways in which reflection informs professional actions and facilitates learning, growth, and development.  Students will examine theoretical perspectives and research approaches that inform reflective practice. The theories and perspectives of John Dewey, Donald Shon, John Heron, Kurt Lewin, and relevant others will be examined in the context of reflective practice and research. Research traditions, including action research, collaborative inquiry, and Japanese Lesson Study will be addressed. Topics include the role of reflection in professional practice and professional development; the relationships among reflection, learning, professional practice, and research; the roles of reflection in constructivist teaching and learning; reflection in case study research, self-research, and action research.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S Consecutive BEd students.

EDUC 2407U – Mental Health Issues in Schools

This course focuses on the growing concern of mental health issues for students in the education system. Students in the course will learn of the various mental health problems facing children and youth in primary and secondary grades such as depression, anxiety, eating disorders, and self-injurious behaviours. Future teachers will learn the proper steps of addressing mental health issues within the school context; including the roles and responsibilities of various individuals and agencies, teaching strategies, accommodations, and current intervention strategies that assist students with mental health problems. In addition, this course will review parental mental health issues and the impact on children, learning, and the teaching profession. Canadian practices, legal issues, diagnostic procedures, IEP’s, ethical issues, and prevention methods related to the school environment will be underlying concepts throughout the course. A highlighted focus will be addressing the stigma of mental health in schools. The course will be delivered in a module/hybrid style format that allows students to become immersed in the content and address current beliefs and views related to mental health in a safe and reflective manner.

Credit hours: 3
Lecture hours: 4

EDUC 3200U – Introduction to Indigenous Pedagogy

The course explores Indigenous ways of knowing. Participants will develop an understanding of how learning takes place in the classroom and out of doors through an Indigenous worldview. Participants will utilize various Indigenous methodologies to a) guide and inform their understanding of appropriate Indigenous ways of teaching, b) develop their awareness of how the land shapes the cultures of people in their traditional territory, and c) how to apply this knowledge in the current K-12 classroom context.

Formerly: Pedagogy of the Land
Credit hours: 3
Lecture hours: 4

EDUC 3201U – Environmental Education

In this course, students will have opportunities to develop critical skills for implementing environmental education in the Ontario context. The course will employ a project-based approach, enabling participants to develop resources for infusing Environmental Education in academic, professional, and everyday lives. Students are expected to complete readings, reflections and research tasks; participate in individual and group learning activities; and complete projects and demonstrate knowledge, understanding, and application of environmental content and issues. Activities will include digital technology-based learning (blogs, discussion boards), field studies (outdoor/experiential learning) and traditional (Aboriginal) environmental knowledge.

Credit hours: 3
Lecture hours: 4

EDUC 3205U – Visual Arts: An Introduction to Indigenous Art

This is an introductory hybrid course using Visual Arts to develop a personal understanding and appreciation of diverse indigenous cultures through past and present artwork/artifacts. A sampling of artwork/artifacts from indigenous cultures from various parts of the globe will be studied with a portion of this course considering the artwork/artifacts from various Canadian indigenous cultures. As well as applying Critical Analysis, Art History, and art-making elements associated with Visual Arts, an interdisciplinary approach using inquiry-based learning will be used to achieve the course goals. A culturally responsive pedagogical approach will affirm the students’ own cultural heritage and develop an appreciation of indigenous cultures. This course is designed for those in both the Education and the broader university student population.

Credit hours: 3
Lecture hours: 4

EDUC 3206U – Teaching the Catholic Religion in Schools

This course, which is compulsory for teacher candidates who want to teach in Ontario Catholic schools, is designed to enhance the professional knowledge, understanding and skills of those teacher candidates. They will study ways in which curriculum can be designed to reflect the philosophy and values of the Catholic system and examine the relationship between educational principles and everyday classroom practices.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S BEd students.

EDUC 3207U – Teacher as Coach

This course is intended to encourage teacher candidates to learn more about how to become involved in the life of the school outside of the classroom, whether through sports or other leadership opportunities. As a requirement of this elective, teacher candidates must complete a minimum of six hours as a volunteer/coach in one of their field placement schools. During the classroom component, teacher candidates will develop an understanding of the variety of co-curricular activities and the responsibilities associated with coaching/leadership. To develop a better appreciation of the complexities of organizing student activities, candidates will also have the opportunity to tour and survey the facilities within a secondary school.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S BEd students.

EDUC 3208U – Teaching Kindergarten

This course provides teacher candidates with an overview of teaching and learning at the kindergarten level. The content will include a review of related curriculum documents and supporting resources, as well as a review of current theory, teaching strategies and classroom practices at the kindergarten level.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to P/J and I/S BEd students.

EDUC 3209U – Outdoor Education

In this course, students will have opportunities to develop both the essential foundations and practices for implementing safe and powerful curriculum-based learning in the out-of-doors. Students will be required to complete readings, reflections and research tasks; attend excursions incorporating place-based learning; participate in individual and group learning activities; complete assignments; and demonstrate knowledge and understanding of leadership styles and issues in the context of managing risk. Activities will include digital technology-based learning, oral presentations and experiential field studies.

Formerly: Outdoor Education Leadership: Fall
Credit hours: 3
Lecture hours: 4

EDUC 3216U – Teaching English Language Learners

This course aims to provide teacher candidates with the knowledge, skills and strategies required to improve their teaching of reading, writing, speaking and listening with English Language Learners. Socio-linguistic theories and approaches such as task-based learning and communicative language learning will form the foundations for classroom activities. This course will be of interest to teacher candidates wishing to teach domestically or abroad.

Credit hours: 3
Lecture hours: 4

CURS 4100U – Curriculum Studies I: I/S Biology

This course will explore the fundamentals of learning and teaching science and biology in grades 7-10.  The course will draw on research in science and biology teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyze and develop educational tools with special attention toward using educational technologies to promote scientific inquiry and conceptual understanding.  Students will develop knowledge of relevant Ontario Ministry of Education guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for the development of conceptual understanding and scientific investigation in biology, inquiry and communication in biology, and critical approaches relating biology to society and the environment.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students or I/S Concurrent BSc (Hons)/BEd students in Year 5.

CURS 4101U – Curriculum Studies II: I/S Biology

This course will expand upon the foundation provided in the CURS 4100U – Curriculum Studies I: I/S Biology course by continuing the examination of teaching methods and materials that are appropriate for the teaching of biology topics in Grades 11 and 12. Students will develop units of instruction and laboratory activities as well as learn a variety of assessment techniques for evaluating student progress.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): CURS 4100U 
Note(s): Restricted to I/S Consecutive BEd students or I/S Concurrent BSc (Hons)/BEd students in Year 5.

CURS 4110U – Curriculum Studies I: I/S English

This course introduces teacher candidates to the theory and practice of teaching English/Language Arts (ELA) in the Intermediate/Senior divisions, with a focus on teaching reading, writing, speaking, listening, viewing and representing in the digital age. The curriculum content includes a review of related curriculum documents and supporting resources, as well as a review of current subject-related theory, teaching strategies and classroom practices. The course uses a critical digital literacies approach and consists of a detailed study of English/Language Arts curriculum guidelines and requirements (7-12), adolescent development related to the development of digital literacies, development of programs for student diversity, print and non-print material related to traditional and digital literacies (7-12), a review of the role of digital technologies and media in the English/Language Arts classroom, and a review of a range of teaching strategies and assessment tools related to the English/Language Arts classroom (7-12).

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students.

CURS 4111U – Curriculum Studies II: I/S English

This course continues to introduce teacher candidates to the theory and practice of teaching English/Language Arts (ELA) in the Intermediate/Senior divisions, with a focus on teaching reading, writing, speaking, listening, viewing and representing in the digital age. The curriculum content includes a review of related curriculum documents and supporting resources, as well as a review of current subject-related theory, teaching strategies, and classroom practices. The course continues to use the critical digital literacies approach from semester one.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): CURS 4110U 
Note(s): Restricted to I/S Consecutive BEd students.

CURS 4140U – Curriculum Studies I: I/S Mathematics

This course will explore the fundamentals of learning and teaching mathematics, primarily focusing on intermediate grades. The course will draw on research in mathematics teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyze and develop educational tools and special attention toward using educational technologies to promote mathematical inquiry guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for fostering authentic learning of abstract and contextualized mathematics.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students 

CURS 4141U – Curriculum Studies II: I/S Mathematics

This course will expand upon the foundation provided in CURS 4140U by extending the examination of the learning and teaching process as it applies to mathematics, primarily focusing on the senior grades.  Students will enhance their understanding of the major themes from IS Mathematics I as they relate to developing and sustaining technology-enhanced rich learning environments.  Topics include the content in mathematics courses taught in these divisions, relevant Ontario Ministry of Education documents, research-informed praxis, and socio-mathematical issues.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): CURS 4140U 
Note(s): Restricted to I/S Consecutive BEd students 

CURS 4180U – Curriculum Studies I: I/S General Science

This course will explore the fundamentals of learning and teaching general science in grades 7-10. The course will draw on research in science teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyze and develop educational tools with special attention toward using educational technologies to promote scientific inquiry and conceptual understanding.  Students will develop knowledge of relevant Ontario Ministry of Education guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for the development of conceptual understanding and scientific investigation in general science, inquiry and communication in general science, and critical approaches relating science to society and the environment.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students 

CURS 4181U – Curriculum Studies II: I/S General Science

This course is intended to continue to provide teacher candidates with experience in becoming teachers of science and technology in the Intermediate (Grades 7, 8, 9 and 10) and Senior (Grades 11 and 12) divisions in Ontario schools. In this course, teacher candidates will continue to examine the curriculum and teaching methods in General Science. The emphasis in the course will be on determining the contexts in which learning will occur and then developing expertise in devising appropriate environments to support student learning. The Ontario Curriculum documents for the Intermediate and Senior divisions will be used as guidelines to the strands, topics and concepts that will be covered. The learning and understanding of the processes of science (inquiry) and technology (design) will continue to be integrated into the teaching practices that will be studied.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): CURS 4180U 
Note(s): Restricted to I/S Consecutive BEd students 

CURS 4301U – Curriculum Studies I: I/S Chemistry/Physics

This course will explore the fundamentals of learning and teaching science and chemistry/physics in grades 7-10. The course will draw on research in science and chemistry/physics teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyze and develop educational tools with special attention toward using educational technologies to promote scientific inquiry and conceptual understanding. Students will develop knowledge of relevant Ontario Ministry of Education guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for the development of conceptual understanding in chemistry/physics, inquiry and communication in chemistry/physics, subject-specific problem solving, and critical approaches in relating chemistry/physics to society and the environment.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students 

CURS 4302U – Curriculum Studies II: I/S Chemistry/Physics

This course will expand upon the foundation provided in CURS 4301U – Curriculum Studies I: I/S Chemistry/Physics by extending the examination of the learning and teaching process as it applies to Chemistry/Physics in grades 11-12. Students will enhance their understanding of the major themes from Curriculum Studies I: I/S Chemistry/Physics as they relate to developing and sustaining technology-enhanced rich learning environments. Topics include the content in chemistry/physics courses taught in these divisions, relevant Ontario Ministry of Education documents, research-informed praxis, and socio-scientific issues.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): CURS 4301U 
Note(s): Restricted to I/S Consecutive BEd students

CURS 4501U – Curriculum Studies I: I/S History

This course familiarizes students with the content, theories, and practices that are currently advocated by the Ontario Ministry of Education for the teaching of history in intermediate and secondary schools. Students will explore assessment, active learning, curriculum planning and problem-based learning.  Emphasis will also be placed on student learning styles and accommodating diversity within the classroom. They will engage deeply with the mandated curriculum through an exploration of the documents in class and through the creation of lesson plans. Students will explore the above topics while engaging in various digital and online technologies both in the classroom and as a means of assessment. Throughout the course, students will develop the interpersonal and professional skills necessary to succeed in an educational setting. 

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S Consecutive BEd students.

CURS 4502U – Curriculum Studies II: I/S History

This course continues the work begun in CURS 4501U Curriculum Studies I: I/S History, by familiarizing students with more of the content, theories, and practices that are currently advocated by the Ontario Ministry of Education for the teaching of history in intermediate and secondary schools. Students will further explore assessment and the Growing Success document. They will continue to develop their understanding of the mandated curriculum through the creation of a detailed unit plan. Students will explore indigenous issues in education, as well as continue to discuss how to accommodate diversity within the classroom.  Students will examine in detail, the use of reflection as part of effective pedagogy.  Students will explore the above topics while engaging in various digital and online technologies both in the classroom and as a means of assessment. Throughout the course, students will continue to develop the interpersonal and professional skills necessary to succeed in an educational setting. 

Credit hours: 3
Lecture hours: 4
Prerequisite(s): CURS 4501U 
Note(s): Restricted to I/S Consecutive BEd students.

CURS 4503U – Curriculum Studies I: I/S Health and Physical Education

This course will explore health and physical education content, philosophies and teaching methodologies from Grades 7 to 12 in the Ontario context. Students will be shown how to infuse multimedia technologies into the delivery of the curriculum. They will be encouraged to explore Physical Education and Health topics by taking part in projects, presentations and practical labs. Many of the health topics in the Ontario Health Curriculum such as the compulsory CPR unit will be presented and discussed. In addition, many of the current issues that are related to health and wellness will be studied in the course. The physical education portion of the course includes activity sessions in dance, outdoor recreation; leisure time sports activities and many individual and team sports. This course will include methods of assessment and evaluation of students and programs, curriculum development and the practice of maintaining a balanced program of curricular, interschool and intramural activities.

Credit hours: 3
Lecture hours: 4
Note(s): Restricted to I/S BEd Consecutive students 

CURS 4504U – Curriculum Studies II: I/S Health and Physical Education

This course will continue to explore health and physical education content, philosophies and teaching methodologies focusing on Grades 11 to 12. Students will continue to be shown how to infuse multimedia technologies into the delivery of the curriculum. They will be encouraged to explore Physical Education and Health topics by taking part in projects, presentations and practical labs.  Many of the current issues that are related to health and wellness will be studied in the course, including personal wellness, mental, physical, social and emotional health. Students will continue to be encouraged to explore physical and health literacy. The physical education portion of the course includes activity sessions in dance, outdoor recreation; leisure time sports activities and many individual and team sports. This course will continue to include methods of assessment and evaluation of students and programs, curriculum development and the practice of maintaining a balanced program of curricular, interschool and intramural activities.

Credit hours: 3
Lecture hours: 4
Prerequisite(s): CURS 4503U 
Note(s): Restricted to I/S BEd Consecutive students 

Practicum

As a teacher candidate, you will participate in three field experience placements, providing you with a minimum of 80 days of first-hand experience both observing and teaching. Under the supervision of an experienced practicing teacher, you will gradually increase responsibility for teaching classes. Please refer to the Field Experience Guide for detailed information about your placements.

Important Questions

Where do students go on Practicum?

All placements are arranged by our Practicum Department and the following university partner school boards:

  • Dufferin Peel Catholic School Board
  • Durham Catholic District School Board
  • Durham District School Board
  • Kawartha Pine Ridge District School Board
  • Peel District School Board
  • Peterborough Victoria Northumberland and Clarington Catholic District School Board
  • Toronto Catholic District School Board
  • Toronto District School Board
  • York Catholic District School Board
  • York Region District School Board
Can I get a placement near my home?

You will be asked to fill out a Field Experience Form where you will rank your top three preferred public school boards from our list of partner boards. We will endeavour to place you in your first choice board. 

It is important that you provide the Practicum Office with your address during placement and the method by which you will be commuting to your placement, and to always notify the office of any changes to this address. 

The school boards often cover an extensive geographic area, therefore it is possible that your travel time could be longer than you would prefer. 

Placements outside the 10 partner boards listed will be considered on an individual basis, and should be indicated on the Field Experience Form. 

Can I find my own field placement?

All placements are coordinated through the Practicum Office. You are not to contact schools or school boards regarding placements. Contacting a school could jeopardize your placement in the school board and the university's partnership. Please address any specific questions and/or concerns to the Practicum Office.

When do I go on field placement?

You will complete placements during semesters 1, 2, and 4 as part of the corresponding Foundations course. Information regarding placement dates will be provided to new students before the start of the program and documented in the BEd program calendar.

  • Semester 1 Practicum Block: Mid-November to mid-December
  • Semester 2 Practicum Block: Mid-March to mid-April
  • Semester 4 Practicum Block: Mid-November to mid-December
Can I complete my field placement in a Catholic school?

Teacher candidates should be Catholic if they want to do placements in Catholic schools. To secure employment in a Catholic school board, you must provide documentation that reflects your commitment to Catholic education, including a pastoral letter of reference. Check the Catholic school board websites for the required documentation to teach in that particular board.

Can I complete my field placements in more than one board?

Your field placements will take place in one school board. However, these placements will likely be in three different schools within that board. It is very difficult to change boards. If you have a concern, please speak with the Practicum Office. 

What grade levels will I teach on field placement?
  • In the Primary/Junior Program, you will complete a field placement in Kindergarten, Primary (grades 1-3), and Junior (grades 4-6).
  • In the Intermediate/Senior Program, you will complete a placement in Intermediate (grades 7-8), Senior (grades 11-12), and a third placement to be determined.
In the Intermediate/Senior Program, am I required to teach both of my teachable subjects?

Our program requires you to teach at least one of your teachable subject areas at the Senior level. While we make every effort to provide you with the opportunity to teach both of your subject areas, sometimes this is not possible due to limited availability.

Who will evaluate me when I am on field placement?

You will be evaluated by your Associate Teacher (AT) for each field placement. The Practicum Specialist reads and approves all reports, and you receive reports electronically through our online evaluation system. 

Concurrent Program

If you are a secondary school student who is applying to the Educational Studies program or an Ontario Tech Faculty other than Education, you can apply to our Concurrent Education program.  

With your acceptance into this program, a spot will be reserved for you in our Bachelor of Education (BEd) program, which you will begin following the completion of your undergraduate degree at Ontario Tech. Provided you maintain the requisite grades in your undergraduate studies and complete your program by the end of the Winter semester of the year you intend to begin the BEd, you will be granted direct entry into our 16-month BEd program, where you will complete the studies required to teach at the elementary or secondary school levels in Ontario. 

Applicants interested in pursuing the Concurrent Education option must apply directly to the undergraduate program of their choice on the Ontario University Application Centre (OUAC) website and select the Concurrent option. Please see the Concurrent Education Admission requirements.

The Primary/Junior Concurrent Education program is available for Ontario Tech undergraduate students in the following faculties:

  • Faculty of Business and Information Technology
  • Faculty of Education
  • Faculty of Energy Systems and Nuclear Science
  • Faculty of Engineering and Applied Sciences
  • Faculty of Health Sciences
  • Faculty of Science
  • Faculty of Social Science and Humanities.
The Intermediate/Senior Concurrent Education program is available for Ontario Tech undergraduate students in the following faculties:
  • Faculty of Energy Systems and Nuclear Science
  • Faculty of Engineering and Applied Sciences
  • Faculty of Health Sciences (excluding the Nursing program)
  • Faculty of Science

Student Awards and Financial Aid

The Student Awards and Financial Aid (SAFA) office will support you with any questions regarding funding and can assist you in person, over the phone or via email. Office hours and additional information are available on the SAFA website. 

Phone: 905-721-3190
Email: connect@ontariotechu.ca

  • Include your full name and student ID number with your message. SAFA will not be able to respond to your email without this information.
  • Please only email once. It will be placed in the SAFA work queue and answered in sequential order. Multiple emails may result in a delayed response.
  • A member of the SAFA team will respond to you within 3 to 5 business days.

OSAP (Ontario Student Assistance Program)

The amount of money you can get depends on your education expenses, course load and personal financial situation.

Eligibility:

  • Immigration Status: Canadian residence, permanent resident or Convention Refugee or protected person.
  • Ontario Residency: You are an Ontario resident - you may also qualify if your spouse or parents are Ontario residents.
  • Income: You can only be eligible for OSAP if you don’t have enough money from other sources to cover your college or university expenses.

Check out the OSAP estimator to see how much OSAP you may be eligible for. 

Bursaries and Grants through OSAP

Internal Awards, Bursaries & Scholarships

Apply for internal awards, bursaries and scholarships through MyOntarioTech. There are many options available with different eligibility!

General Bursary Full-Time Domestic
  • For domestic students who are paying full-time tuition fees.
  • Available to students in all years of study who have a demonstrated financial need.
  • must be in good academic standing
OTSU BIPOC Award
  • Be an Ontario Tech Student who self-identifies as Black, Indigenous or a Person of Colour.
  • Full-time, part-time, international and/or domestic students are eligible to apply.
  • Demonstrate a financial need.
  • Be in good academic standing.
  • Submit a one-page written statement or a one-to-two minute video demonstrating how they foster diversity, equity and inclusion to help drive cultural change.
Ontario Remembrance Scholarship
  • Be studying at the undergraduate level at Ontario Tech.Full-time, part-time, international and/or domestic
  • Demonstrate a financial need.
  • Exhibit strong academic achievement with a minimum cumulative GPA of 3.5.
  • High participation in community service or volunteering activities.
Indigenous Student Bursary
  • Self-identify as being an Indigenous person in Canada.
    • For the purposes of this bursary, an Indigenous person in Canada is anyone who reported being an Aboriginal person, that is, First Nations, Métis or Inuk (Inuit).
  • Be a Canadian citizen, a permanent resident, or a protected person under subsection 95(2) of the Immigration and Refugee Protection Act (Canada).
  • Demonstrate financial need.
Dermarkar Indigenous Leaders Award
  • Be a full-time undergraduate student in any faculty and year of study.
  • Self-declared as Indigenous.
  • Be in good academic standing.
  • Have demonstrated themselves to be shining stars – students who are and will continue to be change-makers and leaders for the future.
  • Exhibit leadership that will serve as an inspiration to others, either in the broader community and/or the indigenous community.
How to Apply:
  1. Go to MyOntarioTech and select the Current students box.
  2. Navigate to the Student Awards and Financial Aid box, and select Apply for student aid/University Works.
  3. Select the appropriate aid year and aid period.
  4. Select the appropriate award application and follow the steps provided.

University Works Workstudy Program 

An employment program designed to help full-time undergraduate students gain useful career-related experience. There are positions on-campus as well as remote.

Click here to apply.

Eligibility:

  • Be a Canadian citizen or permanent resident. International students must be able to obtain a Social Insurance Number.
  • Be registered in full-time undergraduate studies in the current academic year (September to April). Students registered with Student Accessibility Services must be registered in at least a 40% course load (2 classes per semester).
  • Be returning to full-time studies in the fall semester, if following the summer employment term. 
  • Demonstrate financial need.
  • Have a 2.0 GPA or higher from your last full-time semester of study.

External Awards & Bursaries 

Admissions

Please go to the TEAS Application Page site for information about:

  • Admission Requirements 
  • How to Apply
  • Important Dates
  • English Language Proficiency
  • Useful Links
Documents
Websites

Contact Us

Susan Snelling
Senior Academic Advisor
Charles Hall, Room 301
905.721.8668 ext. 2703
fedadvising@ontariotechu.ca 

Jennifer Robb
Undergraduate Program Assistant
Charles Hall, Room 308
905.721.8668 ext. 6754
bedprogram@ontariotechu.ca 

Nancy Papadimitriou
Practicum/BEd Program Assistant
Charles Hall, Room 311
practicum.edu@ontariotechu.ca

Hear from our students!