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Please note: Only students enrolled in the Bachelor of Education program are eligible to take courses under the Education section of Course Descriptions.

Curriculum Design and Program Development

CDPD 500 Introduction to the Principles and Practices of Curriculum Design and Program Development (6) A

Explore introductory ideas and practices for designing learning experiences for children (K-6). Students will work extensively from the Alberta Program of Studies to understand its structure the essence of each subject discipline. They will consider the variables that exist in Alberta classrooms while developing lesson plans and simple assessments that use feedback as a learning tool.


CDPD 600 Understanding and Application of Principles and Practices of Curriculum Design and Program Development (6) A

Building on the general principles of CDPD 500, students will use backwards design to build units of study across the various disciplines in the Alberta Program of Studies. Students will identify “big ideas” and “essential questions” in curriculum. They will make understanding and skill development visible through formative and summative assessments, create rubrics, design performance assessments, and practice reporting.

Prerequisite: CDPD 500


CDPD 700 Synthesis of Principles and Practices in Curriculum Design and Program Development (6) A

How do teachers create and nurture collaborative and authentic partnerships, both within and external to a school? Using this question as a frame, students will consolidate and integrate knowledge about curriculum design and program development drawn from CDPD 500 and 600, and apply learning theory from LTA 600 to design and present a comprehensive framework for learning that encompasses school, home and community partnerships over a whole year.

Prerequisite: CDPD 600


Field Experience

FE 500 Introduction to Field Experience (3) A Intended for pre-service teachers to deepen and broaden their understanding of the lives of students, teachers and principals in Alberta public schools through school visits, dialogue and novice action research. The developmental focus of the seminar will be on the interconnectedness of schools and classrooms with learners, teachers, curriculum and society. Students will visit several school sites in the Calgary area as case studies for this course.


FE 600 An Understanding and Application of Field Experience (3) A

Intended to deepen and broaden pre-service teachers’ understanding of teaching practices in Alberta public schools. Through seminar dialogue, case study development, and novice action research rooted in their field experience, pre-service teachers will unpack instructional strategies that foster relationships with students and help identify and meet student needs in inclusive classroom environments.

Prerequisite: FE 500


FE 700 Introduction to the Life of Curriculum Design and Program Development (6) A

Intended to support pre-service teachers as they design learning tasks for field experience that meet diverse student needs in inclusive public school classrooms and to prepare pre-service teachers for increased pre-service teaching responsibility. Students will engage in comprehensive learning task design and engage in a professional inquiry to foster deep thinking for identity formation.

Prerequisite: FE 600


Learning Theory and Application

LTA 500 Introduction to the Principles and Applications of Learning Theory (6) A

An introduction to foundational theories of learning, drawn from cognitive and behavioural sciences, and their application to educational practices. In the first of three courses in the Learning Theory and Application stream, preservice teachers will learn how to design engaging learning experiences, creating conditions so that diverse learners can maximize their learning. The course participants will examine the relationships between learning and children’s growth and development, human behaviour and assessment practices in elementary schools.


LTA 600 An Understanding and Application of Learning Theory (6) A

Examination of foundational and current learning theories that inform teacher practice in Alberta Schools. Learning norms, exceptionalities, and executive function will be critically examined to foster understanding of strategies for differentiation and inclusive practices in elementary classrooms. Preservice teachers will critically review methodologies used to design and implement learning experiences in elementary school classrooms.

Prerequisite: LTA 500


LTA 700 A Synthesis of Learning Theory (6) A

An examination, in particular and in greater detail, of the variety of learning requirements of children and youth with diverse needs and from diverse cultural backgrounds, including First Nations learners. Students will consider the literature and practices of educators working in inclusive, multi-cultural, and cross-cultural classrooms. High-stakes, norm-based assessment is addressed. Preservice teachers will practice communicating their understanding of the complexities of students and learning environments, including how they will apply their understanding to design of learning experiences that foster student success.

Prerequisite: LTA 600


Society and Culture: Methodology and Practices

SCMP 500 An Introduction to Society and Culture: Methods in Practice (6) A

An introduction to the ways in which society, culture, and policy shape education. In this course students will survey a wide range of influences and consider how they can build understanding and challenge thinking in the development of future teaching practice. Of specific focus, students will develop a foundation to move forward in a journey of leading reconciliation with Indigenous Peoples.


SCMP 600 An Application of Society and Culture: Methodology and Practices (3) A

A historical and philosophical examination of the ways in which society, culture and education intersect and influence teaching practice and methodology in today’s classrooms. Students will build upon, integrate, and apply understanding of teachers and teaching with an emerging personal philosophy and worldview.

Prerequisite: SCMP 500


SCMP 700 A Synthesis of Society and Culture: Methodology and Practices (3) A

A synthesis of the how the impact of past and current practices in Education have informed trends in schooling. Students will examine topics in multiculturalism, technology, and Indigenous pedagogies culminating in a personal philosophy of teaching that anchors values, beliefs, and conceptualizations of teaching.

Prerequisite: SCMP 600


Education Program Extended Learning

Education Program Extended Learning. These courses are designed for practicing teachers who may be thinking about returning for a Master’s degree while working. Also, for students in teacher preparation programs who want to augment what is currently covered in program courses. These courses balance theory and practice with major assignments geared towards the teachers’ own classroom work. Courses are also eligible on TQS (Teacher Qualification Service) as Senior Undergraduate Courses worth .100. For more information, please contact or call 403-410-2900.


CDPD 400 Strategizing for Numeracy in the Elementary Classroom (3) A

For practicing educators, an examination of numeracy pedagogy connecting research to present day instructional practices. Students will build personal and common understandings of how children in schools engage with quantitative or spatial information to create meaning in the K-6 classroom. Instruction will build on a model of co- construction which will culminate with the development of a numeracy plan for use in their classrooms. Topics include visible numeracy practices that promote number conservation, problem-solving skills, mathematical relationships, geometrical thinking, and differentiation and assessment.

Prerequisite: One of the following: Completion of a post- secondary degree, a practicing teacher, enrolled B.Ed. student


CDPD 401 Design Thinking in the Elementary Classroom (3) A

An introduction to the theory and practical application of design thinking - interpretation, ideation, experimentation, research, and evolution of thinking - to creative instructional practice. Participants will consider the potential of design thinking strategies to foster student inquiry. Instruction will provide concrete, collaborative strategies for the application of design thinking stages resulting in the creation of classroom inquiries and tasks.

Prerequisite: One of the following: Completion of a post- secondary degree, a practicing teacher, enrolled B.Ed. student


CDPD 402 Strategizing for Literacy in the Elementary Classroom (3) A

For practicing educators, an examination of literacy pedagogy, connecting research to present day instruction for educators. Students will build personal and common understandings of how children in the K-6 classroom acquire, construct and communicate the meaning of texts. Instruction will build on a model of co-construction which will culminate in students’ development of a literacy plan for use in their classrooms. Topics will include Balanced Literacy, Guided Reading, Guided Writing, Literacy Centres, and Differentiation and Assessment.

Prerequisite: Those eligible must possess a post-secondary degree, be a practicing teacher, enrolled B.Ed. current student


CDPD 403 Strategizing for Numeracy in the Middle School Classroom (3) B

An examination of numeracy pedagogy for middle school educators that connects research to instruction. Topics include the progression of the math curriculum, numerical problem-solving, mathematical relationships, geometrical thinking, differentiation, and assessment. Instruction will employ co-construction that culminates in students’ application of higher order thinking in numeracy in their classrooms.

Prerequisite: Practicing teachers or pre-service teachers with permission


LTA 400 Leading and Supporting Inclusionary Practices in the Elementary School (3) A

Designed to engage practicing teachers who wish to pursue leadership roles that support diversity and learning differences for students in the K-6 setting. Participants will learn how to construct school-wide strategies for ensuring that all students receive meaningful learning experiences. Instruction will build on a model of co-construction of knowledge that draws from a variety of sources resulting in students’ creating a school-wide plan that addresses student success in their context. Topics will align to the Alberta Education Policy on Inclusion addressing, “regardless of race, religious belief, colour, gender, gender identity, gender expression, physical disability, mental disability, family status or sexual orientation, or any other factor(s), have access to meaningful and relevant learning experiences that include appropriate instructional supports.”

Prerequisite: One of the following: Completion of a post- secondary degree, a practicing teacher, enrolled B.Ed. student


MU 416 Elementary Music Methods (3) O

An introduction to pedagogical practices of teaching elementary music through the lens of Orff Schulwerk. Elements of Rhythm, Melody, Harmony, Form and Expression will be explored and experienced through a variety of media; singing, movement, active listening, and instrumentation (Body percussion, Non-Pitched Percussion and Pitched Percussion). Students will experience a sequential approach to curriculum delivery using processes ranging from imitation to literacy and literature to improvisation and performance.

Prerequisite: RCM Advanced Rudiments or permission of the department