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Education, Early Learning Specialization Option
In this non-specialist program, students will learn through lectures, seminars, field experiences, service learning (learning while placed in an educational setting) and by distance education.
間眅埶AV Requirements
Bachelor of General Studies 間眅埶AV Requirements
Applicants will meet the minimum 間眅埶AV admission requirements. See Undergraduate 間眅埶AV.
Early Learning Specialization 間眅埶AV Requirements
To be admitted, applicants must have been given transfer credit for 30 units from an approved early childhood education diploma program with a minimum 3.0 grade point average, or have completed all of
- EDUC 464-4 Early Childhood Education
- EDUC 466-4 Early Childhood Education: Curriculum and Development
- PSYC 250-3 Introduction to Developmental Psychology
Early Learning Specialization
Students who choose this option will satisfy the requirements by completing the early learning specialization, as shown below. Students may choose to graduate without enrolling in the Professional Development Program (PDP).
This early learning specialization is for students who are competing a bachelor of general studies (education) degree and are considering an early elementary (kindergarten to grade three) teaching career. Note that admission to this program does not guarantee admission to the Professional Development Program (PDP). Students who receive credit for this specialization cannot also receive credit for the minor in early childhood education.
Program Requirements
Students complete 120 units including at least 45 upper division units. A 2.00 graduation grade point average (GPA) and upper division GPA is required.
With the exception of EDUC 401W, 402W, 403, 405 and 406, courses completed in any faculty may be used to satisfy degree requirements, but course admission is subject to the prerequisites of various departments.
Students complete all of
An introduction to a small but representative sample of basic questions and issues in education. Students will examine questions relating to: the concept or idea of education; learning and the learner; teaching and the teacher; and more generally, the broader contexts of education. This course also introduces students to different ways of exploring educational questions and issues from philosophical and critical analysis, to historical and cross-cultural studies, to empirical research. Cannot be taken for credit by students with credit for 300 and 400 level education courses. Writing/Breadth-Humanities. Prerequisite: REQ-Cannot be taken for credit by students with credit for 300 and 400 level education courses. Equivalent Courses: EDUC100. Writing/Breadth-Humanities.
Provides opportunities for prospective educators to begin their development as reflective practitioners. Through readings, classroom activities and discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching. Time may be spent observing in a selection of educational settings, and there may be opportunities to work with learners individually, and in small and large groups. Students enrolled in or with credit for EDUC 401, 402, 403 or holding a teaching certificate may not take this course for credit.
Building on the experience of EDUC 252, prospective educators will continue to develop their reflective practice. Various educational issues related to the caring for learners and the creation of learning communities will be explored. Students will spend time in educational settings exploring the importance of connected educational experiences for learners. Prerequisite: EDUC 252. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit. Writing.
Additional requirements are satisfied through completion of the early learning specialization option, as specified below.
Note: EDUC 100W, EDUC 252 and EDUC 352W must be completed before starting the Professional Development Program (PDP).
Lower Division Requirements
Students complete all of
An introduction to a small but representative sample of basic questions and issues in education. Students will examine questions relating to: the concept or idea of education; learning and the learner; teaching and the teacher; and more generally, the broader contexts of education. This course also introduces students to different ways of exploring educational questions and issues from philosophical and critical analysis, to historical and cross-cultural studies, to empirical research. Cannot be taken for credit by students with credit for 300 and 400 level education courses. Writing/Breadth-Humanities. Prerequisite: REQ-Cannot be taken for credit by students with credit for 300 and 400 level education courses. Equivalent Courses: EDUC100. Writing/Breadth-Humanities.
Provides opportunities for prospective educators to begin their development as reflective practitioners. Through readings, classroom activities and discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching. Time may be spent observing in a selection of educational settings, and there may be opportunities to work with learners individually, and in small and large groups. Students enrolled in or with credit for EDUC 401, 402, 403 or holding a teaching certificate may not take this course for credit.
Mathematical ideas involved in number systems and geometry in the elementary school curriculum. Overview of the historical development of these ideas, and their place in contemporary mathematics. Language and notation of mathematics; problem solving; whole number, fractional number, and rational number systems. Plane geometry, solid geometry, metric geometry, and the geometry of the motion. Introduction to probability and statistics. Prerequisite: Pre-Calculus 11 or Foundations of Mathematics 11 (or equivalent) with a grade of at least B, or 間眅埶AV FAN X99 course with a grade of at least C, or achieving a satisfactory grade on the 間眅埶AV Quantitative Placement Test. This course may not be counted toward the Mathematics minor, major or honors degree requirements. Students who have taken, have received transfer credit for, or are currently taking MATH 150, 151, 154 or 157 may not take MATH 190 for credit without permission from the Department of Mathematics. Intended to be particularly accessible to students who are not specializing in mathematics. Quantitative.
and six additional EDUC units
Upper Division Requirements
Students complete a total of 45 upper division units including
Building on the experience of EDUC 252, prospective educators will continue to develop their reflective practice. Various educational issues related to the caring for learners and the creation of learning communities will be explored. Students will spend time in educational settings exploring the importance of connected educational experiences for learners. Prerequisite: EDUC 252. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit.
and seven units chosen from
An overview of theory, research and practice concerning social emotional development and social interactions and relationships in the school context. Emphasis on the role of peer relationships in development and the role of the school in supporting positive interactions. Prerequisite: EDUC 220 or PSYC 250.
Investigates the use of naturalistic observation and photo documentation techniques that can be used as a method of formative assessment leading to responsive ECE curriculum planning. Prerequisite: PSYC 250 and 45 units.
Historical, sociological and literary perspectives on literature for children. Prerequisite: 60 units.
Focuses on developing knowledge, skills and strategies to create a rich and stimulating language arts program in the elementary classroom. Issues in reading, writing, speaking and listening will be examined through current theory and teaching practice. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 472 prior to 2001-2 term cannot take this course for further credit.
Focuses on teaching elementary school mathematics. Students explore mathematical learning, their own mathematical thinking, and curriculum; and plan mathematical instruction within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 475 prior to 2001-2 term cannot take this course for further credit. Quantitative.
and 20 upper division units in the area of BC elementary school curriculum including at least three units from two of the following areas: biology, Canadian studies, chemistry, computing science, earth sciences, English, environmental science, explorations, fine and performing arts, First Nations, French, geography, history, humanities, kinesiology, mathematics, and physics. Students may have to complete additional upper division course work to total the required 45 upper division units.
Students may have to complete additional upper division course work to total the required 45 upper division units.
Other Requirements
Students also complete
- six units of English, which may include a maximum of three units of English composition
- and three units in each of Canadian history, Canadian geography and laboratory science
* see www.educ.sfu.ca/pdp/admissions/requirements.html for a list of acceptable courses
Recommended Courses
It is recommended that students complete three units of FPA courses and three units of KIN courses.
Writing, Quantitative, and Breadth Requirements
Students admitted to 間眅埶AV beginning in the fall 2006 term must meet writing, quantitative and breadth requirements as part of any degree program they may undertake. See for university-wide information.
WQB Graduation Requirements
A grade of C- or better is required to earn W, Q or B credit
| Requirement |
Units |
Notes | |
| W - Writing |
6 |
Must include at least one upper division course, taken at 間眅埶AV within the student’s major subject | |
| Q - Quantitative |
6 |
Q courses may be lower or upper division | |
| B - Breadth |
18 |
Designated Breadth | Must be outside the student’s major subject, and may be lower or upper division 6 units Social Sciences: B-Soc 6 units Humanities: B-Hum 6 units Sciences: B-Sci |
|
6 |
Additional Breadth | 6 units outside the student’s major subject (may or may not be B-designated courses, and will likely help fulfil individual degree program requirements) | |
Residency Requirements and Transfer Credit
The University’s residency requirement stipulates that, in most cases, total transfer and course challenge credit may not exceed 60 units, and may not include more than 15 as upper division work.
Elective Courses
In addition to the courses listed above, students should consult an academic advisor to plan the remaining required elective courses.
Transfer Credit
Students may transfer a maximum of 60 units into the BGS (Education) from accredited institutions. Students from 間眅埶AV approved programs such as AHCOTE, the Professional Linking Program or other approved Faculty of Education programs may transfer an additional 30 units from an accredited degree-granting institution, providing 30 of the required 45 upper division units are 間眅埶AV courses, and any W course within the required 45 must be completed at 間眅埶AV.
Also note that any minor program must include at least seven upper division units earned at 間眅埶AV.
See Undergraduate Degree Requirements for regulations.
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