Course Descriptions

This course will help prospective elementary and middle school mathematics teachers develop their mathematical content knowledge for teaching, that is, to introduce future math teachers to the mathematical work of teaching. However, as has been established in the research literature, the amount of mathematics a teacher studies does not ensure good mathematics teaching. As such, specific mathematics subject matter knowledge - number sense, sets, numeration, whole numbers (operation, properties, computation), elementary arithmetic, number theory, place value, fractions, algebra, decimals, ratio, percent, proportion, integers, rational numbers, real numbers, measurement, geometry, data analysis, probability, exponents, problem solving, sets - will be introduced in a manner that will model instructional strategies for teaching mathematical concepts found in the elementary and middle school curriculum. The delivery of said content, as importantly, will embody current research in the field of mathematics education. Simply put, this is much more than a math course for future math teachers.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education.

This introductory course will provide future elementary and middle school teachers with an opportunity to develop their confidence and capacity as science educators as they engage with the content and processes of scientific inquiry and knowing. Students will come to understand the nature of knowing through engagement with western and Indigenous perspectives. This course will interrogate current topics (for example, climate change, water and food security, evolution) and help teacher candidates to develop critical understanding of science and technology in society. Instructors will model instructional strategies for creating a positive learning environment for teaching scientific concepts found in the elementary and middle school curriculum.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education.

This introductory course focuses on the unique character of teaching and learning in secondary schools. Students will be introduced to major constructs related to teaching, such as professionalism, curricula, learning styles, instructional strategies and assessment related to teaching and learning at the secondary level. They will also become familiar with the historical and contemporary contexts within which secondary schooling takes place in Canada, and in Saskatchewan. The course is intended to provide students with (a) an introductory framework for thinking about educational issues and practices in teaching and learning in secondary schools; (b) an analysis of why teaching and learning in secondary school contexts is organized as it currently is; and, (c) the consideration of alternative possibilities for innovative teaching and learning in secondary education.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education.

Introduces students to the fundamental processes of curriculum development and teaching. Sets out a conceptual framework (the transmission, transaction and transformation modes of curriculum) and uses that structure to present and critique the PreK-12 core program of the province. The laboratory component provides students with experiences in learning how to teach, resource-based learning, and the preparation of pedagogical materials.

Weekly hours: 3 Lecture hours and 1.5 Practicum/Lab hours
Note: Students with credit for ECUR 201 may not take this course for credit.

This is an introductory course on Michif/Métis Language, Learning and Epistemology. The purpose of the course is to develop basic competency in the Michif Language and to acquaint students with the interrelationship of Michif culture and traditions. Students will develop concepts, tools, and resources to integrate cultural learning with the Social Studies/Native Studies curriculum.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 435.3 or the ECUR 498 topic, “Michif Language, Learning and Epistemology,” will not receive credit for this course.

Drawing from the Truth and Reconciliation Report's Calls to Action, this course guides students to frame a personal orientation to Indigenous education and plan to teach for reconciliation. Through readings, lectures, group learning activities, interactions with elders/knowledge keepers, reflective practice, and writing, students will link their learning about historical and cultural foundations of First Nations, Métis, and Inuit education to respond to community and cultural contexts. Teacher candidates will learn to infuse Indigenous ways of knowing into the K-12 curriculum in order to build relationships of mutual understanding.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education.

This is the first in a series of courses to prepare early/middle and secondary teachers and adult educators to teach the English language to children and adults with other first languages who must become able to meet life, work, and academic needs using English. Students will have an opportunity to study and examine learner background; institutional contexts; learner variables; socio-cultural considerations; theoretical considerations about language learning; comparison of L1 and L2 language acquisition; introduction of grammatical, textual, functional, sociolinguistic and strategic competences in language and their integration in the language classroom; issues and problems inherent in the acquisition of second/additional language; and introduction to specific instructional techniques for teaching a second/additional language.

Weekly hours: 3 Lecture hours
Prerequisite(s): 6 credit units of ENG (literature and composition) or 3 credit units of ENG (literature and composition) and 3 credit units of LING or 6 credit units of LING.
Note: Students enrolled in the CERTESL Program may receive credit for only one of TESL 21 or ECUR 291. Students enrolled in the B.Ed. or PDCEAL programs cannot use TESL 21 for credit to meet the B.Ed. or PDCEAL degree requirements.

This course, in combination with ECUR 291.3 (Introduction to Teaching English as a Second/Additional Language), introduces students to the study of linguistics as it relates to the teaching of English language learners. Topics in ECUR 292.3 will include key components of grammatical structure in English (morphology, phonology, syntax, semantics and pragmatics), and approaches to teaching structural skills to all levels of English language learners as one set of tools integrated within the full range of communicative competences.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): ECUR 291.3
Note: This course is part of the CERTESL Undergraduate Certificate. Students with credit for TESL 33 or TESL 333 will not receive credit for this course.

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours

This course focuses on teaching Cree Language Arts in the Early Years. Situated in early childhood philosophy and pedagogy and an Indigenous worldview, it is an activity-oriented course which provides students with opportunities to participate in instructional methods and approaches that reflect the principles of early learning. This course will be taught in Cree and will provide opportunity for reinforcing and extending teacher candidates’ Cree language proficiency.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

Introduces students to the "Multi-grade Classroom" as an organizational unit for instructional purposes in rural and urban school districts. Emphasis is on the instructional strategies utilized by multi-grade classroom teachers and on the management and organizational skills necessary for teaching in such classrooms.

Weekly hours: 2 Lecture hours and 1 Seminar/Discussion hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

This course focuses on teaching French Language Arts in the Kindergarten to Grade 8 French Immersion settings. Teacher candidates will develop a philosophical foundation to inform their planning, teaching, learning, and assessment of the strands (reading, writing, speaking, listening, viewing, and representing) presented in the French Language Arts curricula. This course will offer opportunity for lesson and unit planning of literacy across the curriculum with specific attention to First Nations, Métis, and Inuit ways of knowing. Particular emphasis will be placed on approaches and strategies to support community and family engagement while learning about the French language and culture. This French Language Arts course addresses three of the six semester hours required by the Saskatchewan Professional Teachers Regulatory Board (SPTRB) related to reading and language methodology content for early/middle years teacher candidates. This course will be taught in French.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

In this course, teacher candidates will be introduced to the early stages of young children’s oral and written language and literacy development, situated in the contexts of family, community, and school. Within a framework of developmentally appropriate practice, attention will be given to the six strands of the English Language Arts (listening, speaking, reading, writing, viewing, and representing). Teacher candidates will develop an understanding of classroom environments that promote young children’s exploration of language, story, print and visual text through invitations and provocations using rich and diverse children’s literature and materials that promote playful storytelling, and fantasy and dramatic play. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3

In this course, teacher candidates will be introduced to the early and developing stages of young children’s oral and written literacy acquisition, situated in the contexts of family, community, and school. Teacher candidates will develop knowledge, skills, and dispositions that are critical to the playful, thoughtful, and intentional scaffolding of young children’s reading and writing development. In this course, teacher candidates will develop a philosophical and pedagogical foundation to inform their planning, teaching, learning, and assessment of the six integrated strands of English Language Arts (reading, writing, speaking, listening, viewing, and representing) in early years’ classrooms. Particular emphasis will be placed on approaches and strategies to support the development of young learners’ reading and writing conventions. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Prerequisite(s): ECUR 307.3
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

This course will examine elementary English Language Arts (listening, speaking, reading, writing, viewing and representing) with a focus on major instructional approaches and classroom ELA resources including an introduction to Indigenous authors; assessment and instruction of reading and writing; and the resulting importance of considerations of interdisciplinarity and diverse knowledges in curriculum-making and pedagogy. This introductory ELA course addresses three of the six semester hours required by the Saskatchewan Professional Teachers Regulatory Board (SPTRB) related to reading and language methodology content for elementary teacher candidates.

Weekly hours: 2 Lecture hours and 1 Seminar/Discussion hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 309.3; EDUC 498.3: Mathematics and English Language Arts in the Elementary Classroom II; or ECUR 370.3 will not receive credit for this course.

Curriculum is comprised of four interrelated commonplaces: educators, learners, milieus and subject matter. Curriculum-making is an intentional act of designing, actualizing, and assessing instruction and learning to align with required Ministry of Education outcomes in all subject areas. This course will focus on lesson and unit planning in ELA and support teaching literacy across the curriculum. Specific attention will be given to Indigenous knowledges and perspectives as well as the adaptive dimension of curriculum. This advanced ELA course addresses three of the six semester hours required by the Saskatchewan Professional Teachers Regulatory Board (SPTRB) related to reading and language methodology content for elementary teacher candidates.

Weekly hours: 2 Lecture hours and 1 Seminar/Discussion hours
Prerequisite(s): ECUR 309, or EDUC 309, or EDUC 311.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 273 or EDUC 312 or EDUC 498.3: Mathematics and English Language Arts in the Elementary Classroom II will not receive credit for this course.

Designed to prepare students for teaching K-9 provincial mathematics curriculum and to improve their knowledge of mathematics, especially in the areas of problem solving, data management, numeration, calculation, and fractions. Students will become familiar with the current curriculum and useful support materials including manipulatives, print resources and other useful media.

Weekly hours: 3 Lecture hours
Restriction(s): Only open to students in the ITEP and SUNTEP Programs.
Note: Completion of both ECUR 311 and ECUR 316 satisfy the math methods and External math requirements for the College of Education. Completion of only one of these courses will satisfy neither requirement. Students may receive credit for only one of ECUR 312, 314, and the combination of 311 and 316.

Helps prospective elementary school teachers develop instructional techniques that reflect current knowledge of mathematics, learning theories such as constructivism, and classroom practice. It includes the K-8 elementary mathematics curriculum and useful resource materials including manipulatives, textbooks and other print material, computer software, videos, calculators, and children's literature.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 312, 313, 314, 315, 317 and the combination of 311 and 316.

In this course, teacher candidates will be introduced to approaches and experiences for observing and scaffolding Prekindergarten through Grade 3 children’s understanding in mathematics knowledge, concepts, and processes. Attending to the contexts of family, community, and school, teacher candidates will develop an understanding of classroom environments that support young children’s exploration of mathematics through invitations and provocations using intelligent materials and loose parts to promote creative and logical thinking. Using a constructivist approach, teacher candidates will gain facility with a variety of strategies to help students engage in the exploration of mathematics with deeper understanding. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 312, 314, and the combination of 311 and 316.

Situated in early childhood philosophy and pedagogy and an Indigenous worldview, helps prospective early years school teachers develop instructional techniques that reflect current knowledge of mathematics, learning theories such as constructivism, principles of early learning, and classroom practice. It includes the early years mathematics curriculum and useful resource materials including intelligent materials, loose parts, manipulatives, textbooks and other print material, computer software, videos, calculators, and children's literature. This course will focus on Indigenous mathematics and teaching concepts.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

Designed to prepare students for teaching K-9 provincial mathematics curriculum and to improve their knowledge of mathematics, especially in the areas of measurement including the Pythagorean theorem, geometry, (polygon properties, symmetry, tessellations), ratio and proportion, integers, and number theory. Students will become familiar with the current curriculum and useful support materials including manipulatives, print resources and other useful media.

Weekly hours: 3 Lecture hours
Restriction(s): Only open to students in the ITEP and SUNTEP programs.
Note: Completion of both ECUR 311 and ECUR 316 satisfy the math methods and External math requirements for the College of Education. Completion of only one of these courses will satisfy neither requirement. Students may receive credit for only one of ECUR 312, 314, and the combination of 311 and 316.

An introductory mathematics methods course for prospective secondary teachers. Topics include the current secondary mathematics curriculum, forces affecting the curriculum, and teaching methodology. Emphasis is on the development of problem solving skills, the use of manipulatives, and the use of computational technology to support instruction in mathematics.

Weekly hours: 3 Lecture hours
Prerequisite(s): 12 credit units in MATH or STAT.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

Students will be introduced to pedagogy, approaches and experiences in teaching French Mathematics within the French Immersion setting based on the Kindergarten to Grade 8 Saskatchewan Mathematics Curricula. This teaching course will provide teacher candidates with opportunities to practice teaching strategies, develop their own pedagogical style, and participate in instructional and assessment strategies within a second-language context. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices. This course will be taught in French.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

This course will examine cross-curricular literacies (listening, speaking, reading, writing, viewing and representing) with a focus on reading and writing assessment and instruction (including an introduction to First Nations, Métis, and Inuit authors); media and digital citizenship in relation to youth identity and society; and the resulting importance of considering interdisciplinary and diverse knowledge in curriculum-making and pedagogy. This course addresses three of six semester hours related to reading and language methodology content for secondary teacher candidates.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 279 will not receive credit for this course.

Students will be introduced to teaching science in Cree and to the Saskatchewan science curriculum for early years learners. Situated in early childhood philosophy and pedagogy and an Indigenous worldview, methods and resources needed to teach the curriculum and respectfully include additional Indigenous ways of knowing at this level will be demonstrated. Relevant contemporary issues related to science education will be explored. This course will be taught in Cree and will provide opportunity for reinforcing and extending teacher candidate’s Cree language proficiency.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

Students will be introduced to teaching science and to the Saskatchewan Science Curriculum for the Elementary Level. Methods and resources needed to teach the Curriculum and respectfully include Indigenous ways of knowing at this level will be demonstrated. Relevant contemporary issues related to Science Education will be explored.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 323 will not receive credit for this course.

In this course, teacher candidates will be introduced to approaches and experiences for observing and scaffolding Prekindergarten through Grade 3 children’s understanding in Science within family, community, and school contexts. Teacher candidates will develop understanding of science and science related topics, learn and experience how children develop scientific knowledge, skills, and attitudes in indoor and outdoor environments, use intelligent materials to explore scientific concepts, and gain a working knowledge of questioning strategies to support young children’s emerging scientific working theories. There will be a focus on planning for inquiry with a holistic lens and the integration of science concepts with concepts from other areas of study. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 322 will not receive credit for this course.

Curriculum-making is an intentional act of designing, actualizing, and assessing instruction and learning to align with required Ministry of Education outcomes/objectives in all subject areas. Curriculum is created through the interaction of educators, learners, milieus and subject matter, including ELA, Social Studies, Mathematics, PAA, Sciences, Fine Arts and Physical Education. Considerations for planning, intellectual practice, assessment and building learning experiences will be aspects of this course, including connections to Indigenous knowledge and a focus on lesson and unit planning for literacy across the curriculum (with specific attention to technological literacy and the classroom actualization of key resources that support language and literacy development). This course addresses three of six semester hours related to reading and language methodology content for secondary teacher candidates.

Weekly hours: 3 Lecture hours
Prerequisite(s): EDUC 311 or ECUR 320.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 314 will not receive credit for this course.

Students will develop and demonstrate an informed and practical approach to teaching secondary school science in Saskatchewan. They will demonstrate understanding of curriculum intentions, application of learning and assessment theory, scientific literacy, lab safety, and handling of controversial issues through participation in course work and assignments.

Weekly hours: 3 Lecture hours
Prerequisite(s): 12 credit units in CHEM or (PHYS and/or ASTR) or BIOL.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students following the B.Ed. 2012 program can receive credit for only one of ECUR 326, 327, or 328.

Students will be introduced to approaches and experiences in teaching French science based on the Kindergarten to Grade 8 Saskatchewan Science Curriculum. Teacher candidates will develop understanding of science, scientific literacy and language learning. There will be a focus on inquiry teaching and learning within the domains of Indigenous knowledge, life science, physical science, earth and space science. Relevant contemporary issues related to Science Education will be explored with attention given to place-based learning and community engagement. This course will be taught in French.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

Students will apply principles of materials evaluation and design to meet learner needs in English language classrooms, and will be able to implement assessment for learning. Students will apply the Canadian Language Benchmarks and Portfolio Based Language Assessment in their classroom planning and practice, particularly in the context of adult English language learning.

Restriction(s): Must be enrolled in the CERTESL Undergraduate Certificate Program.
Prerequisite(s): ECUR 291.3
Prerequisite(s) or Corequisite(s): ECUR 391.3
Note: ECUR 292.3 is recommended to be taken either prior to or concurrently with ECUR 331.3. Students may receive credit for only one of TESL 32 or ECUR 331.3.

ECUR 339.3 introduces the theory and practice of teaching English literacy skills to adults and older teens who have little or no formal education in their first languages and must learn English language and initial literacy skills concurrently. Examines immigrant, refugee and family literacy contexts; skills involved in literacy acquisition; tools and techniques for teaching reading, writing, basic numeracy and digital literacy; materials selection and adaptation; evaluation and testing; key social and cultural issues.

Restriction(s): Must be enrolled in the CERTESL Undergraduate Certificate Program.
Prerequisite(s): ECUR 291.3 and ECUR 391.3
Prerequisite(s) or Corequisite(s): ECUR 331.3.
Note: Students may receive credit for only one of TESL 36 or ECUR 339.

The teacher's role is regarded as being a manager of learning and the organizational, leadership, and control aspects of this role are examined. Experience will be gained in planning instructional activities and in delivering instruction through the use of micro-teaching. Deals with creating and maintaining safe and effective learning environments in Practical and Applied Arts (PAA). Student candidates will research various approaches to the above topics and then develop their own philosophy, theory and management plan for facilities, classroom management and crisis in PAA. Students will demonstrate understanding of curriculum intentions, application of learning and assessment theory, scientific literacy, lab safety, and handling of controversial issues through participation in course work and assignments.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Permission of the department is required.
Note: Students with credit for ECUR 332 or ECUR 334 will not receive credit for this course.

This course addresses curriculum and assessment topics in a general context, but also addresses Core Curriculum components and initiatives in Saskatchewan and their relevance in Practical and Applied Arts (PAA). The professional growth process will be a foundational process for the structure of this class. Teacher candidates will reflect on philosophy, inquire into curriculum, and use teacher networking as the core strategies for personal/professional growth in this class. Emphasis will also be on the development of teacher-competence in designing, developing, and applying materials that can be used to facilitate individual as well as group learning. The course will help teacher candidates understand the assessment and evaluation processes as an integral part of the teaching process and the actualization of Core Curriculum. Examples of innovative curriculum and initiatives in work based learning in PAA will be introduced. Students will develop abilities in preparing and selecting learning aids as well as developing competency in creating, using, and evaluating tools for the assessment and evaluation for Practical and Applied Arts.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Permission of the department is required.
Note: Students with credit for ECUR 234 or ECUR 335 will not receive credit for this course.

Designed for pre-service teachers of middle and secondary level drama programs. Students will both explore the theoretical bases of drama education and participate in dramatic activities for use both in and out of the classroom.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

Familiarizes elementary students with theoretical and practical material in Physical Education at the elementary school level. Particular emphasis will be placed upon the selection of the movement activities and their progression as related to growth and development characteristics of the elementary school child.

Weekly hours: 2 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 353 will not receive credit for this course.

In this course, teacher candidates will be encouraged to develop a personal and professional disposition towards living a healthy active lifestyle. Through course content focused on children’s growth and development, assessment, and planning, teacher candidates will learn strategies to support the physical development of students in Prekindergarten to Grade 3. Teacher candidates will explore the importance of physical activity, physical literacy, indoor and outdoor/place-based/land-based environments, holistic development, and health and wellness. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 352 will not receive credit for this course.

For prospective secondary teachers of physical education. The philosophy, objectives, teaching methods, and evaluation of secondary school physical education programs are emphasized. Students are given opportunities to gain experience in planning, implementing and evaluating physical education classes and programs.

Weekly hours: 3 Lecture hours
Prerequisite(s): 12 credit units of KIN courses
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

For prospective teachers of any second or additional language offered in elementary and secondary schools, with emphasis on Core French and Heritage Languages, and applicability to EAL. Involves a study of major theories of second language acquisition and use in various contexts, and their relevance to language teaching approaches. Emphasis is on communicative/experiential and content-based approaches.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: If English is your first language then at least 12 credit units in a modern language other than English is required.

Develops English writing skills and abilities. Some sections make use of computers and other technologies exclusively for instruction.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

An introduction to literature for children from Grades 4 through 8 followed by an exploration of ways to share this literature across the curriculum with an emphasis on Canadian content. Topics include the history of Canadian children's literature; genres and forms; trends and issues; the development of criteria for evaluating and selecting books; and ideas for extending the literary experience through art, drama, music, and writing.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to Years 3 and 4 students in the B.Ed. program, or with departmental approval.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 374 will not receive credit for this course.

This course supports professional familiarity with children's literature that brings a richness to early childhood classrooms. Through critical reading and review of a broad range of children’s literature, representing varied genres, topics, cultures, and languages, you will expand your repertoire in relation to children's books, response to literature, and uses of literature within your classroom practice.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

An introduction to classroom instruction in English language arts, with a special focus on preparation for the Extended Practicum. Topics include provincial curriculum, materials selection and preparation; instructional strategies for English language arts, integration of literature, language, reading, writing, speaking, viewing, representing, listening and student assessment.

Weekly hours: 3 Lecture hours
Prerequisite(s): 12 credit units in English.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

In this course, teacher candidates are introduced to approaches for designing culturally relevant, inquiry-based learning for elementary social studies. Through thematic lenses, teacher candidates develop theoretical frameworks that guide their social studies pedagogical development, and cultivate skills in selecting, applying, and differentiating teaching strategies, content, and assessments for diverse elementary learners. Focus is also placed on the interpretation and integration of treaty education outcomes and civic education outcomes into the social studies provincial curricula.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 382, 383, 385 and 387.

In this course, teacher candidates are introduced to approaches and experiences for observing children’s interests and designing inquiries and project-based learning in social studies for Prekindergarten to Grade 3. Attending to the contexts of family, community, and school, teacher candidates will develop a repertoire of teaching strategies to nurture children's values and attitudes, knowledge and understanding, and skills and processes to strengthen self-identity and active and responsible citizenship. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 382 will not receive credit for this course.

This course focuses on teaching Cree Social Studies in the early years. Situated in early childhood philosophy and pedagogy and an Indigenous worldview, it is an activity-oriented course which provides students with opportunities to participate in instructional methods and approaches for young children reflective of the principles of early learning. This course will be taught in Cree and will provide opportunity for reinforcing and extending teacher candidate’s Cree language proficiency. The cognitive benefits of incorporating music in language learning are integral to Cree culture, for nêhiyawak are a singing nation. nêhiyawak have been singing since the beginning of time and this is how the ceremonial lodges are able to pass on stories, prayers and history. There are songs for all occasions from lullabies to thanksgiving and celebration. Cree Songs help memorize the Creation Story, treaties, teach phonetics, create long sentences, stimulate the vocals and assist in getting comfortable with finding the “Cree Voice”. The worldview and connection to the universe is taught in this fashion.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

This course focuses on teaching French Social Studies in the Kindergarten to Grade 8 French Immersion settings. Teacher candidates will engage with pedagogy, linguistic, and cultural theory that support French as a second language student learning, as well as strengthen self-identity and responsible citizenship. This teaching course will provide teacher candidates with opportunities to practice teaching strategies, develop their own pedagogical style, and participate in instructional and assessment strategies within a second language context. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices. This course will be taught in French.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

In this course, teacher candidates are introduced to major concepts and current research in history, civics, and social science education. Emphasis is placed on guiding teacher candidates to develop theoretical frameworks that inform their social studies pedagogical development, and to cultivate skills in applying differentiated, culturally relevant, and inquiry-based teaching strategies, content, and assessments for diverse secondary learners. This course also centers a critical examination of Saskatchewan social sciences curricula and the integration and application of treaty education outcomes and civic education outcomes.

Weekly hours: 3 Lecture hours
Prerequisite(s): 12 credit units in Social Studies/Social Sciences.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

The second of a sequence of courses designed to prepare early/middle/secondary teachers and adult educators to teach English to non-English speaking children and adults. Includes second language learning theories, the psychology of second language learning, methods of addressing and integrating the skills of listening, speaking, reading and writing in the context of communicative competence development, and an introduction to testing for assessment of learning. Special focus on Task-Based and Integrated Content and Language models of English language teaching.

Weekly hours: 3 Lecture hours
Prerequisite(s): ECUR 291.3
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Corequisite(s): ECUR 445.1.
Note: Students enrolled in the CERTESL Program may receive credit for only one of TESL 31 or ECUR 391. Students enrolled in the B.Ed. or PDCEAL programs cannot use TESL 31 for credit to meet B.Ed. or PDCEAL degree requirements.

Upon completion of this course, students should be able to explain and apply the principles that underpin a variety of approaches to English language teaching and assessment, explain factors key to the development and selection of an approach or approaches for particular contexts, articulate their own preferred complex of approaches and the reasons such a complex will enable them to appropriately address the needs of their anticipated learners, and apply these reasoned preferences to short-, medium-, and long-term planning.

Weekly hours: 3 Lecture hours
Prerequisite(s): ECUR 391.3
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students enrolled in the CERTESL Program may receive credit for only one of TESL 35 or ECUR 393. Students enrolled in the B.Ed. or PDCEAL programs cannot use TESL 35 for credit to meet B.Ed. or PDCEAL degree requirements. Costs in addition to tuition may apply to this course.

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours

Enables students with a teaching certificate or an education degree from another jurisdiction to plan for instruction in their minor teaching area. Plans will demonstrate an understanding of Saskatchewan curricula, include the use of generic and subject-specific instructional methods, and be designed to accommodate cultural diversity (particularly the needs of Métis and First Nations students).

Prerequisite(s): Permission of the department required.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

Students will develop an independent or interdependent inquiry project connected with their on-campus and field study experiences. Students will be facilitated in developing understanding approaches to inquiring appropriate to questions they wish to address and will be encouraged to organize an inter-professional community-learning field experience through which they will develop positive attitudes toward community partnerships in education and develop skills related to community engagement and community-based learning.

Prerequisite(s): EXPR 422.15 or (EXPR 423.3 and EXPR 425.3) or (EXPR 424.3 and EXPR 425.3). Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 411, EFDT 411, EADM 411, or EPSE 411 will not receive credit for this course.

This course examines the influences of place, purpose, program design, and proficiency levels on student success in a language education program. Students will take an introspective look at their own language journey and the role of place (including family, community, and environment) in creating an inherent identification with the language(s) of one's childhood. The course analyzes the link between purpose and proficiency using current research on bilingualism, cultural identity, language retention, language loss, and program design. The course concludes with lesson planning that considers the needs of language learners at various stages of proficiency. Students examine ways to use differentiated instruction, assessment, adaptations, resources, and culturally responsive practices to promote language learning.

Weekly hours: 3 Lecture hours
Prerequisite(s): EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; and, EPSE 202.3.

With globalization and the increase in migration in today's world, schools are receiving increasing numbers of English language learners. This course examines the process of language learning, instruction and assessment practices with EAL learners and families in PreK-12 schools, and barriers that can hamper progress. Emphasis is placed on classroom strategies that address linguistic and cultural diversity and promote EAL learner success with the school curriculum.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

In this course students will be introduced to language learning with the goal of improving their ability to use the language using pictures. This Second Language Acquisition (SLA) method is based around improving speaking, listening, and comprehension. Using visuals allows the participants to move from simple to complex sentences through the help of the language instructor. All lessons will provide lots of participation and interaction in the Cree Language.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

In this course students will be introduced to Contemporary Cree Literacy Learning (CCLL) with the goal of improving their ability to use the language focusing on speaking, reading, writing and comprehension. Literacy will improve along with using visuals. Vocabulary will be built around these visuals. This CCLL method has proven to be effective at all language levels.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

Total Physical Response (TPR) is a second language teaching methodology that encourages whole-brain learning. The course will introduce the process and strategies for successful vocabulary development and retention through lectures, modeling and various activities. Drama for Language Learners will consist of fundamental drama and theatre exercises designed to create opportunities for First Language revitalization and learning.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

The Master Apprentice Program was developed for teaching and learning Indigenous Languages. It’s a practical model that has been affective in learning in an immersion setting. There will also be an additional second language methodology taught which is called Language Acquisition Made Practical (LAMP) where these two methodologies go hand-in-hand.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

nêhiyawêwin is known as a polysynthetic language, meaning the language is structured in word sentences. There are bits of meanings to what may look like one word but is actually a full sentence when translated into English. These bits of meanings are called morphemes and this course will study how these word sentences are created and pieced together to make sense.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

The cognitive benefits of incorporating music in language learning are integral to culture, for the Cree are a singing nation. nehiyawak have been singing since the beginning of time. There are songs for all occasions from lullabies to thanksgiving and celebration. Cree Songs help memorize phonetics, long sentences, stimulate the vocals and assist in getting comfortable with finding the “Cree Voice.” By involving dancing, the entire brain is being stimulated which is termed “whole brain learning.”

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

This course will focus on the development of basic computer skills to enhance Indigenous Literacy and Writing using Technology. Students will also be introduced to video and audio technology and how to apply them to Indigenous language curriculum development. Basic software for developing resources will also be covered.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

The Syllabics, Literacy, and Numeracy course is designed to teach students the history of the Cree syllabic system as well as the importance of raising Indigenous Literacy. It will assist students to hear specific sounds of the language and reproduce these sounds. Students will be able to read and write syllabics. The syllabics are also used as numeric symbols for counting. This course is designed to enable students to acquire both syllabic literacy and numeracy.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

An introductory course designed to examine the role of the elder’s helper in a place of higher learning. This course explores how nêhiyaw identity is informed by the philosophical beliefs and constructs central to the worldview of nêhiyawak. Students will examine how nehiyawak have maintained their cultural beliefs through family and community. The concepts of wâkohtowin will be explored to develop understanding of place and language.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.

Immersion Language Camps (nêhiyawêwin) will follow a total immersion environment where nothing but Cree will be used for traditional activities based around the season of the camp. These activities will be a mixture of land-based activities such as harvesting teas, berries, fish and wild game, or task-based activities ranging from preparing and preserving the foods to beading jewelry.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program.
Note: Costs in addition to tuition will apply. Please contact the Department of Curriculum Studies, College of Education for more information.

Develops an understanding of literacy as social-cultural practice. Emphasis is on the relationship between talk, reading and writing and the young child's own environment in varying cultural and cross-cultural contexts. Students will explore instructional and assessment strategies to support young children's emerging literacy in primary classrooms.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

This one-credit course is a prerequisite for ECUR 446.3 and ECUR 448.3. CERTESL students must complete, document, and submit reports on a minimum of 10 hours of ESL classroom observations prior to registration in the practicum or project. In addition to providing 10 of the English language classroom observation hours required by accrediting bodies, this module prepares participants for the practicum or project by ensuring that the academic coursework completed prior to the practicum or project is informed by real world exposure to English language learners, teachers and institutional settings, and by reflective learning on the observation experience with specific reference to concepts taught in academic TESL/TEAL courses.

Restriction(s): Must be enrolled in the CERTESL Undergraduate Certificate Program.
Corequisite(s): ECUR 391.3

This course requires students in the field of Teaching English as a Second Language to apply theory and practice in English language classrooms. Students observe experienced teachers, discuss classroom applications in the context of student need, plan lessons, teach under the supervision of a qualified and experienced teacher, and receive feedback and guidance on their teaching. Students apply principles of inquiry-based investigation and reflective teaching to their developing practice of English language teaching. The student is responsible for finding a qualified teacher and suitable host institution to sponsor the practicum. A host classroom of English language learners that meets descriptors established by the professional body with which the student plans to accredit or certify must be available in order to carry out the requirements.

Prerequisite(s): ECUR 291.3, ECUR 391.3, ECUR 292.3, and ECUR 445.1
Prerequisite(s) or Corequisite(s): One of ECUR 331.3, ECUR 339.3, ECUR 415.3 or ECUR 490.3
Note: Students may receive credit for only one of TESL 42, TESL 442 or ECUR 446. Local practicum supervising teacher must be approved in advance by the department.

This one-credit course provides the additional ESL classroom observation and supervised practice teaching hours needed to qualify for TESL Canada Standard 2 certification, TESL Ontario – OCELT accreditation, and TESL Saskatchewan Competency (Standard 2) accreditation. Students reflect and report on classroom observations, lesson plans and practice teaching. Experienced English language teachers who qualify for full or partial waiver of practicum will also register in 447.1 for formal assessment of documentation in support of the waiver.

Restriction(s): Must be enrolled in the CERTESL Undergraduate Certificate Program.
Corequisite(s): ECUR 446.3
Note: Local practicum supervising teacher must be approved in advance by the department.

This course is designed for English language educators who wish to develop instructional skills, improve learning outcomes, and/or develop program materials for use in an English as a Second/Additional Language program through reflective investigation and resource creation/exploration. The outcome of the course will be a substantial project that addresses ESL program or classroom needs.

Restriction(s): Must be enrolled in the CERTESL Undergraduate Certificate Program.
Prerequisite(s): ECUR 291.3, ECUR 391.3 and one of either ECUR 331.3 or ECUR 292.3
Prerequisite(s) or Corequisite(s): One additional 3-credit unit course in TESL or TEAL.
Note: Students may receive credit for only one of TESL 43 or ECUR 448.

This course will address the teaching of health in the elementary grades with particular focus on curricula and pedagogies in relation to health education. Health issues will be explored with relevance to contemporary learning environments, student populations, healthy schools initiatives, and the holistic nature of health.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 451 or the ECUR 498 topic, "Elementary Health Methods" will not receive credit for this course.

In this course, teacher candidates will be introduced to strategies for fostering health and wellbeing for young children, Prekindergarten to Grade 3 and the teacher. Teacher candidates will examine and consider factors that promote understanding, appreciating, and applying health knowledge, skills, and strategies to attain and maintain a healthy body, mind, and spirit throughout life. Course content focuses on national, provincial and community-based resources to promote health and well-being. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 450 will not receive credit for this course.

In this course, we will examine philosophical, theoretical, and pedagogical perspectives that underpin historical and contemporary constructivist approaches in the field of Early Childhood Education, Prekindergarten to Grade 3. With this background, we will explore locally-based, provincial, national, and global trends and issues. We will enhance our ability as early years professionals to critically interrogate our knowledge, beliefs, and assumptions about a topic and develop an articulate rationale for our position. We will strengthen our facility to impact early childhood education in intentional and responsive ways. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

The early years are a precious time, full of wonder, curiosity, and rapid growth and development. To honour this unique time in children’s lives, we will explore the relevance and importance of play, imagination, and creativity to early childhood development, situated within the curricular commonplaces of child, teacher, curriculum and pedagogy, and milieus. As we deepen our understanding of the “play-development” relationship unfolding in children, birth to age eight, we will examine how the principles of early learning underpin children’s holistic development. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

In this course, we will use Schwab’s conceptualization of the curricular commonplaces of child, teacher, milieus, and curriculum to explore the value of relationships within an early childhood context. Through interrogating our images of child, parent, and teacher, we will make conscious our beliefs and assumptions about all as capable learners and teachers. We will explore practices that facilitate reciprocal interactions on and off the school landscape, and within community contexts. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and linguistic and cultural diversity.

Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

In this course, our exploration of inquiry and play-based pedagogy, Prekindergarten to Grade 3, will be situated in the four Saskatchewan Ministry of Education principles of early learning: children as competent and capable, stimulating and dynamic environments, strong positive relationships, and holistic learning. We will examine these early years pedagogical approaches through philosophical and theoretical lenses, as well as through considerations of the enactment of inquiry and play in practice. In addressing developmentally appropriate curricular contexts and learning environments, we will explore intelligent materials, rhythms and interactions of children, role of the educator, teacher/parent knowledge, allocation of time, and the complex interplay of these variables. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

In this course, you will enhance your professional assessment literacy by critically examining authentic assessment practices for the purposes of teaching and learning in early childhood settings. Together we will explore assumptions, biases, and beliefs influencing assessment selection with awareness and attention to pedagogies for teaching and learning, and societal values and discourses. Using an inquiry process, you will learn about pedagogical documentation through your own engagement with it. Self-selected learning communities will inquire into a topic relevant to authentic assessment literacy and teaching and learning in the early years, investigate current literature and practices, discuss implications for student and program planning, and reflect on and make visible your learning journey. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

This course explores instructional approaches and strategies that are effective with EAL learners in PreK-12 classrooms. Course topics include linguistic and cultural profiles, the shift from conversational to academic language, robust vocabulary-building, and the selection of instructional strategies and resources to support EAL needs. Current research on language learning through content areas will be examined. Students will discuss approaches to instruction with young EAL learners, as well as circumstances that impact the academic success of high school EAL learners.

Weekly hours: 3 Lecture hours
Restrictions: Course only open to students completing the Post-Degree Certificate in English as an Additional Language.

This course presents as overview of the stages of learning an additional language and proficiency levels required to succeed with curriculum outcomes. Several reference scales used for monitoring and assessing language progress will be examined. Students will study current research and approaches to EAL initial assessment and ongoing assessment. Vulnerability factors that affect the progress of linguistically and culturally diverse learners at school will also be addressed.

Weekly hours: 3 Lecture hours
Restrictions: Course only open to students completing the Post-Degree Certificate in English as an Additional Language.

This course allows students to integrate the content and experiences obtained in other courses by undertaking an individual project in the area of EAL education. The central goal is to prepare students as reflective practitioners capable of conducting a critical review of the research literature, integrating this knowledge into their professional repertoire, and communicating the products of this research to colleagues and others.

Restrictions: Course only open to students completing the Post-Degree Certificate in English as an Additional Language.
Prerequisite(s): ECUR 291.3, ECUR 415.3, and at least one of ECUR 490.3 or ECUR 492.3.

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours

Examines contemporary curriculum issues in the context of catalysts of change and strategies of change. Students will have the opportunity to focus on their particular area of curriculum interests.

Weekly hours: 3 Lecture hours
Note: Students may take this course more than once for credit, provided the topic covered in each offering differs substantially. Students must consult the Department to ensure that the topics covered are different. Costs in addition to tuition may apply to this course. Please contact the college for details.

Examines current models for the evaluation of educational programs. The emphasis is on exploring the range of options which is available to the program evaluator and on developing an awareness of the strengths and limitations of the models. Problems in carrying out educational evaluations are also studied: examples of such problems are the utilization of evaluation results and the ethics of evaluation.

Weekly hours: 3 Lecture hours and 1 Practicum/Lab hours
Prerequisite(s): ECUR 801, ECUR 811, or ECUR 812; or permission of the instructor.

Takes the methods of evaluating educational programs and applies them to practical situations in classrooms, schools and school units. Particular attention will be paid to developing an awareness of the breadth of available techniques and to understanding the practical problems which arise in the conduct of evaluations.

Weekly hours: 2 Lecture hours and 4 Practicum/Lab hours
Prerequisite(s): ECUR 809.

Will investigate a variety of curriculum perspectives in relation to educational practice in a variety of contexts.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s) or Corequisite(s): B.Ed. or equivalent
Restriction(s): Restricted to students enrolled in the College of Graduate and Postdoctoral Studies or non-degree status graduate students by permission.

Will examine theoretical underpinnings to the field of curriculum studies and implications for practice in a variety of settings.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s) or Corequisite(s): B.Ed. or equivalent
Restriction(s): Restricted to students enrolled in the College of Graduate and Postdoctoral Studies or non-degree status graduate students by permission.

The Canadian education system has its historic roots in the schools of Europe, particularly those of England. While education in Canada has evolved, the colonial influence of Great Britain and the neo-colonial influence of the United States cannot be underestimated. In an era when educators are increasingly aware of the diversity of their student population and the multiplicity of world views colliding in the classroom, the colonial Amer-european educational model is increasingly scrutinized. As Canadian educators become more aware of Aboriginal and immigrant perspectives and educational needs, the necessity of decolonizing the curriculum becomes ever more apparent.

Weekly hours: 3 Lecture hours

Representation of families exist everywhere. Students will explore dominant social, cultural and institutional narratives about families which underpin these representations and consider the influence they have on curriculum-making and decision-making in schools. Interrupting the living out of these dominant narratives, students will determine ways to use knowledge that resides in families to co-construct educational experiences for children.

Weekly hours: 3 Seminar/Discussion hours

The term “parent engagement” represents a conceptualization of the positioning of parents in relation to school landscapes as integral and essential to processes of schooling. You will learn about aspects of parent engagement which differentiate it from involvement and which create opportunities for parents to take their place alongside educators in the schooling of their children, fitting together their knowledge of children, teaching and learning, with teachers’ knowledge.

Weekly hours: 3 Seminar/Discussion hours

Students will investigate an area of teaching and/ or supervision within their educational setting in relation to curricula interest and expertise. The inquiry may include students, programs, teachers, interns, in combination with curricula explorations. An intern is not required to take this course but may be included within the inquiry at the discretion of the graduate student/ cooperating teacher.

Weekly hours: 3 Practicum/Lab hours

This course will explore the perspectives offered by some of the curricular theorists who have advanced critical pedagogies that hold at their center student experience. In addition, the course will utilize these concepts and ideas to develop a theoretical analysis on a contemporary, school-based social justice program. How might the work of such an educational approach be strengthened by critical self-awareness? Or in what ways might the objective of teaching towards social justice be enhanced with a more democratized understanding of learning?

This course examines the roots of community engaged research, the development of action and Indigenous research methods, and the responses of marginalized communities who have demanded a place in the design and implementation of research in their spaces. Community engaged research challenges the extractive nature of historical research models and seeks to develop relationships based on reciprocity and equity.

Learners will experience, explore, and practice a variety of teaching methodologies. Learners will learn to tailor instructional strategies in a variety of settings to enhance student learning.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students in the M.Ed. in Health Professions program or students in the Certificate in Quality Teaching in Health Professions Education

Learners will focus on the effective use of technology and simulation in a variety of settings (small group, clinical teaching, teaching in rounds and other work-based environments), and their application in e-health learning strategies, social media and virtual learning opportunities, distributed learning, individual and team-based learning, and enhancing team-based skills.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students of the M.Ed. in Health Professions Education program or students in the Certificate in Quality Teaching in Health Professions Education

Learners will explore the principles of learner feedback and assessment, in addition to challenges of assessment practices. Assessment tools will be developed, practiced, and critiqued. Assessment of professional competencies and strategies in a variety of settings will be addressed.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students of the M.Ed. in Health Professions Education program or students in the Certificate in Quality Teaching in Health Professions Education

This course explores (1) theories and principles that differentiate program, curriculum, and course development; (2) key technical components that support effective implementation of a program, curriculum and course; and (3) addresses practical issues that educational leaders and instructors face when engaging in program, curriculum, and course development.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students of the M.Ed. in Health Professions Education program or students in the Certificate in Improving Teaching and Learning in Health Professions Education

The increase in global mobility as well as the spread of English as a global language has resulted in unprecedented levels of linguistic and cultural diversity in today’s schools. The purpose of the course is to examine current debates, theory and research in the field of ESL/EAL teaching to develop curriculum resources and instructional strategies to help students to better address diverse needs of the students in their own classrooms. Examples of the relevant topics are: What do teachers need to know to teach effectively in contexts where diversity is the norm? What are the most effective approaches for teaching ESL/EAL (and other language minority) students within schools and the wider society? How do power relations affect the kinds of educational program implemented for linguistically and culturally diverse students?

Prerequisite(s): Registration in a graduate program is required.

The purpose of this course is to provide an overview of the field of second language acquisition (SLA) with a focus on the implications of SLA findings for L2 teaching. Topics to be covered include the role of internal (e.g. cognitive processes) and external (e.g. linguistic environment) variables in SLA, the development of learner language, cross-linguistic influences, individual characteristics and social factors influencing SLA. We will explore various aspects of SLA, but the emphasis is placed on examining the social dimensions that influence L2 learning (e.g., social identity, power asymmetries, socio-political and socio-cultural context).

Prerequisite(s): Registration in a graduate program is required.

Explores narrative inquiry as a qualitative methodology for understanding experience in diverse research settings. Students will develop an understanding of narrative inquiry as both a method and phenomenon for generating field texts and research texts. Attention to ethics will be an integral aspect of the course.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Admission to the College of Graduate and Postdoctoral Studies.

Examines the field of language education, emphasizing developments at the elementary, middle years and secondary school levels. Topics include language and thought, language and learning, language arts, curricula, resources, writing and the writing process, literature and the response process, and research in language education.

Weekly hours: 3 Lecture hours
Prerequisite(s): 12 credit units in English and 6 senior credit units in Language Arts Education; or permission of the instructor.

This course explores the field of early literacy education, focusing on contemporary issues and concerns pertaining to young children (up to 8 years) and involving theory, research, policy and practice. Also included is a condensed overview of literature for young children, including various forms of storytelling and Canadian picture books, contextualized within oral language development as well as emergent reading and writing.

Restriction(s): Restricted to students in the College of Graduate and Postdoctoral Studies.

An overview of contemporary Canadian children’s and young adult fiction reviewed through the socio-political framework of Radical Change as this theory pertains to ethnicity, gender, sexuality, and disability studies. Critical literacy is offered as a classroom approach through which literature may be explored with elementary and secondary students.

Restriction(s): Restricted to students in the College of Graduate and Postdoctoral Studies.

A study in areas of a student's interest calling for intensive reading under the guidance of a faculty member. A proposal, representing a contract for the extent and nature of the work to be done, must be approved by the College of Graduate and Postdoctoral Studies. The final product is a paper or media production which is graded by the faculty member and kept on file in the Department.

Weekly hours: 3 Reading hours

Offered occasionally in special situations. Students interested in these courses should contact the department for more information.

A required online seminar for Master's graduate students in Curriculum Studies, taken by all students in their first academic year. This seminar provides students with information and guidance to help them profit from their program of studies, helps them develop a knowledge of key skills, and introduces them to a variety of campus supports. Registration in ECUR 990 seminar is required for one term only.

Weekly hours: 3 Seminar/Discussion hours

Students will demonstrate their scholarship in teaching through a collection of academic and professional work. The work will be represented through portfolios, which may include multi-media presentations, critical reflections and professional development.

Weekly hours: 1 Lecture hours and 2 Seminar/Discussion hours
Prerequisite(s): 27 credit units of course work toward the M.Ed. degree.

A student in the project route must register in this course each term every year until the project or minor thesis is completed. A project is either a minor thesis requiring research, or a project, both with intensive reading under the supervision of a faculty supervisor.

A student undertaking research leading to a Master's thesis must register in this course each term every year until the thesis is completed.

Students writing a Ph.D. dissertation must register for this course each term every year until the dissertation is completed.