Provides teacher candidates with the knowledge, understanding and practice of teaching students French in Kindergarten, Primary and Junior levels whose first language is not French, in Core, Extended and Immersion programs. Teacher candidates will consider how additional languages are learned, will develop an understanding of current pedagogy and assessment practices, and will learn about their role in supporting the diverse learning needs of students, including those in early years, who are coming to French as language learners. Offers in-depth knowledge and experience of culturally inclusive pedagogies, connections with students’ authentic experiences, action-oriented learning situations, curricular integration, program design, use of technological communication resources, collaboration with parents/guardians and the community, differentiated instruction as well as assessment and evaluation strategies and tools linked to student interests. Prerequisite: Demonstration of proficiency based on the French Language Proficiency Assessment

After the successful completion of EDUP 5093, teacher candidates will develop competency in planning and delivering both Play-Based and Project-Based Learning opportunities for students in Kindergarten, Primary and Junior grade levels whose first language is not French in Core, Extended and Immersion programs. Teacher candidates will build a detailed FSL unit plan for each of the three programs. Prerequisites: Demonstration of proficiency based on the French Language Proficiency Assessment and EDUP 509

Designed to introduce teacher candidates to foundational knowledge and skills in the six language arts (speaking, listening, reading, writing, viewing, and visually representing). The foundations of language will be introduced. Teacher candidates will explore these areas as outlined in the Ministry’s language and literacy expectations for students in Kindergarten to Grade 6. Making use of the curriculum document, relevant policy documents, and current research, teacher candidates will begin to build their skills of lesson planning and assessment.

Builds upon the language and literacy knowledge and skill base acquired in EDUP 521. Teacher candidates will continue to use the Ministry’s curriculum and policy documents, in light of relevant research, to guide the design of language units, lessons, activities, and a variety of assessment strategies applicable to a diverse range of learners in Kindergarten to Grade 6. Prerequisite: EDUP 521

Provides PJ teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Primary and Junior Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge and conceptual understanding of mathematics pedagogy, and the six strands of the Ontario Mathematics Curriculum. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Primary and Junior grades.

Provides PJ teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Primary and Junior Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge of assessment, the 7 mathematical processes, and T.A.C.K. - as it pertains to mathematics instruction. Significant emphasis is placed on building a ‘Thinking Classroom’ (Peter Lildejahl), centered on effective questioning techniques. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Primary and Junior grades. Prerequisite: EDUP 523