Bachelor of Education Course Overview

Overview of Courses starting 2026/2027*

Timeline Course Learning Focus
August – September EDUC_O 403: Becoming a Scholar-Practitioner in
the Okanagan: Indigenous Knowledge, Pedagogies and Perspectives		 Introduction to the ethics, standards and practices of the teaching profession; professional responsibilities; developing a reflective approach and identity as a scholar-practitioner and lifelong learner; Local Indigenous knowledge, pedagogies and perspectives; educators’ roles in TRC calls to action; integration of First Peoples Principles of Learning across BC curriculum
September – December EDUC_O 432: The Developing Learner Theories of learning; human development (physical, cognitive, emotional); EDI; designing appropriate learning opportunities for individual differences (cognitive and emotional)
EDUC_O 452: Integrating Social Studies Integration of BC Social Studies curriculum across grades K-5/6-9+; designing appropriate learning opportunities for individual differences, consideration of First Peoples Principles of Learning, and supporting students with disabilities and diverse abilities
EDUC_O 483 Safe & Inclusive Classrooms Supporting students with disabilities or diverse abilities; designing learning opportunities for individual differences (cognitive, linguistic, social, cultural, emotional, physical); anti-racist and anti-oppression education; legal statutes, regulations & ethical principles related to inclusion in the BC context, including educators’ roles in TRC calls to action
EDUC_O 451 Assessment & Design for Learning Instructional design (backwards design, UDL, etc.), lesson planning, unit planning, assessment as, of and for learning, differentiation, building relationships with students, classroom management through design
EDUC_O 443 Scholar-Practitioner Inquiry Lab (Part 1) Foundational pedagogical knowledge and practice will be explored through learning labs and communities of professional inquiry. Teacher candidates and their field advisors engage in critical inquiry, translating theory into practice, and reflect on professional standards in preparation for the formative field experience.
EDUC_O 433 Integrating Literacy Integration of BC Language Arts curriculum across grades K-5/6-9+; designing appropriate learning opportunities for individual differences, consideration of First Peoples Principles of Learning, and supporting students with disabilities and diverse abilities
EDUC_O 481 Comprehensive Health & Well-being Identifying and supporting mental and physical health and well-being in students and self; creating safe learning environments; designing appropriate learning opportunities for individual differences (physical) and consideration of First Peoples Principles of Learning; integration of BC Health & Physical Education curriculum across grades K-5/6-9+
EDUC_O 445 Formative Field Experience (3 weeks) Formative field experience in which candidates continue to collaborate with mentors, support ongoing learning and take on a substantive instructional role by designing, implementing and assessing a minimum of two lesson sequences.
January – March EDUC_O 471 Integrating Sciences Integration of BC Science curriculum across grades K-5/6-9+; designing appropriate learning opportunities for individual differences, consideration of First Peoples Principles of Learning, and supporting students with disabilities and diverse abilities
EDUC_O 472 Integrating Arts Integration of Music, Arts, Dance and Drama across the BC curriculum; designing appropriate learning opportunities for individual differences, consideration of First Peoples Principles of Learning, and supporting students with disabilities and diverse abilities
EDUC_O 454 English as an Additional Language Introduction to English as an additional language teaching and learning in school contexts. Overview of principles and practices supporting English language learners. Consideration of learning environment, language awareness, theory, proficiency levels, instructional strategies, curriculum, methods,
lesson planning, materials, and assessment
EDUC_O 473 Educational Technology Applications and issues of educational technology in teaching and learning; Practical and ethical use of A.I. in education
EDUC_O 446 Scholar-Practitioner Inquiry Lab (Part 2) Advanced pedagogical knowledge and practice will be explored through learning labs and communities of professional inquiry. Teacher candidates and their field advisors engage in critical inquiry, translating theory into practice, and reflect on professional standards in preparation for the summative field experience and entry into the profession.
EDUC_O 434 Integrating Numeracy Integration of BC Mathematics curriculum across grades K-5/6-9+; designing appropriate learning opportunities for individual differences, consideration of First Peoples Principles of Learning, and supporting students with disabilities and diverse abilities
March to June EDUC_O 475 Summative Field Experience (13 weeks) Candidates collaborate with mentor(s) and engage in daily community building, teaching, assessing as a junior member of a school/staff. Candidates are responsible for planning, preparing, teaching/co-teaching units, lesson sequences, routines and stand-alone lessons as directed by their mentor(s).

*Pending final approval by the British Columbia Teachers’ Council in early February 2026.

Overview of Courses 2025/2026

Timeline Course Learning Focus
September EDUC 403 Introduction to what it means to be a scholar-practitioner who is attuned and responsive to the ‘real world’ complexities of teaching and learning today.
October & November EDUC 431 Exploring instructional design, pedagogy and assessment in foundational curricular areas of numeracy and literacy. Introduction to creating accessible learning opportunities for diverse learners.
December (2 weeks) EDUC 440 Introductory field experience in which candidates collaborate with mentors, support ongoing classroom learning and engage in initial lesson teaching (minimum of three lessons).
January EDUC 436 Collaborating in instructional design, pedagogy and assessment in the humanities: English Language Arts, Social Studies and Language Learning (EAL, FSL).
February & March EDUC 441 Formative field experience in which candidates continue to collaborate with mentors, support ongoing learning and take on a substantive instructional role by designing, implementing and assessing a minimum of two lesson sequences.
April EDUC 438 Exploring teaching and learning theory and practice relating to a holistic approach to well-being: Health, Physical Education and Mindfulness.
May EDUC 442 Community Field Experience: Candidates experience teaching and learning in community contexts to continue developing their educational knowledge and skills, while forging connections with community learning opportunities outside the classroom.
June EDUC 437 Exploring instructional design, pedagogy and assessment in STEAM: Science, Technology, Engineering, Art, Math.
July & August Summer Institute in Education BEd students (now called ‘interns’) enroll in elective courses that focus on areas of personal/professional interest such as: assessment, literacy, Indigenous ways of knowing/learning, inquiry, outdoor learning, building a classroom culture, and other curricular focus areas.
September to December EDUC 444 Internship: Interns collaborate with mentor(s) and engage in daily community building, teaching, assessing as a junior member of a school/staff. Interns are responsible for planning, preparing, teaching/co-teaching units, lesson sequences, routines and stand-alone lessons as directed by their mentor(s).

 

Visit the Academic Calendar for complete course descriptions.