Secondary Registration Guide
Summer Session 2018/19

Secondary Summer Session registration opens February 27, 2019 at 3:30pm

Register for 2 terms in the summer session

  1. Term 1 | May 13 to June 21, 2019
  2. Term 2 | July 2 to 26, 2019
Step 1 Pay your registration deposit prior to the date and time above. Your registration date and time will be displayed on your Student Service Centre account two weeks prior to registration. The registration deposit can be paid beginning two weeks prior to your registration date.

See instructions on payment options

Step 2 Plan a conflict free timetable by creating worklists. You can create one or more worklists at by adding available course sections.

See tab "Course Selection Instructions."

Step 3 On your registration date, log in to the SSC and register in a selected worklist. If you have not created a worklist, add course selections as follows:

  1. Click "Course Schedule > Registration > Add/Drop Courses."
  2. Enter the course information and click on "Register."

There are limited seats in all course sections. If the section you have selected is full, then you must select a different section.

Step 4

  1. Click on "Registration > Timetable" to print your course schedule.
  2. Re-print the schedule in April and June in case changes have been made.
Step 5 Click on "Financial Summary" for information about deadlines for tuition and fee payment.

Add one section from both EDST 403 & EDST 404 to your registration. Choose from sections 301 to 310.

You must register in the same section number for both courses. All sections are scheduled in Term 1.

Add one section of EDUC 452B to your registration.

You must register in the section which corresponds to your EDUC 450B/451B section number from the Winter Session. All sections are scheduled in Term 1.

Add one section of LLED 361 to your registration. Choose from sections 920 to 929.

Teacher candidates with a teachable subject area in French should register in section 929. All sections are scheduled in Term 1.

Refer to the table in the "Electives" tab. Add an elective to your registration. Choose from the list of electives in the "Electives" tab. All electives are scheduled in Term 2.

Teacher candidates in the IB Option — The IB elective which you completed in the Winter Session fulfills the 3 credit elective requirement. You do not need to register in an additional elective for the Summer Session.

Teacher candidates with a teachable subject in English - You must register in LLED 367 (Teaching Writing) if you did not already complete the course in Winter Term 1.

Add one section of EDUC 440 to your registration. Choose from sections 970 to 979.

Teacher candidates with a teachable subject area in French should register in section 979. All sections are scheduled in Term 2.

Add one section of EPSE 317 to your registration. Choose from sections 920 to 929 and 970 to 978. All sections are scheduled in Term 2.

You must also register for the lecture section associated with the seminar section which you chose. The associated lecture section will appear under the seminar section on the course schedule.

All EPSE 317 sections have mixed enrolment with restricted seats reserved for Secondary Program teacher candidates and for Elementary & Middle Years Program teacher candidates. If the seats for your program are full, then you must register in a different section with seats available.

Electives run based on sufficient enrolment.


Course Description

EDCP 325
Approaches to Health Education
EDCP 325 provides an introduction into approaches to health education in schools, health care providers, offices, unions and community organizations and may be taken as part of an undergraduate program; part of the Diploma Program in Health Education (for Nursing, Human Kinetics, Family and Nutritional Sciences and Education students); or as an elective in a Master’s Degree Program.
EDCP 328
Environmental Education
EDCP 328 Environmental Education is open to all those interested in how to teach and what to teach when learning from nature and in nature, with a focus on Environmental Science, Environmental Ethics, Place Conscious, and Land Education.
EDCP 403
Visual Arts for Classroom Practice: Three-Dimensional Practices and Processes
This course provides a space for participants (with or without a background in the arts) to consider and artistically explore the ways sculpture, installation and 3D art practices can be generative to teachers and students in terms of stimulating thought, encountering materiality, and pedagogical approaches. The course 3D practices and processes introduce students to various aspects of sculpture such as the formal and conceptual characteristics of artistic objects (what ‘shape’ do they take, what materials, and why at what particular time), and the physical/cultural contexts in which these objects are placed (why does place matter?). Western modern art history defined sculpture as a discipline whereby autonomous pieces simply took up space in a gallery, building, or square. But contemporary 3D practices have challenged this narrow view of art and we will engage in various processes and ideas from object-making to space-intervention, and social-practice. This class is composed of lectures/readings, studio time, gallery visits, and informal critiques.
EDCP 413
Digital Media for Music Education
This course is designed to provide music specialist teachers with digital tools and resources for elementary and secondary classrooms. Focusing on self-directed and project-based learning, this course will cover both practical and theoretical aspects of music making and music teaching in the digital world.
EDCP 420
Advanced Physical Education: Elementary
This course will introduce teachers to Health, Outdoor, and Physical Education (HOPE) curriculum content knowledge, pedagogical content knowledge, practical experiences, and professional responsibilities of a successful elementary school HOPE teacher. The course explores Health, Outdoor, and Physical Education (HOPE) as conceptual frameworks and in their practical application. The course focuses on pragmatics of elementary HOPE: writing unit plans, planning, assessment, and evaluation are discussed along with ways to modify and adapt learning experiences to meet the diverse needs of children and cross curricular approaches.
Assessment in Mathematics Education
EDCP 441B - To become familiar with the various modes of assessment, and the pros and cons of using each in a particular situation, and to think critically about the social issues surrounding assessment at the school, teacher, and student levels.
EDCP 453
Biology for Teaching: Topics and Pedagogical Approaches - Secondary
EDCP 453 Biology for Teaching is a hands-on inquiry focused course that covers how and what to teach in the secondary Biology classroom in BC and is designed for non-biology majors.
EDCP 455
Earth and Space Science for Teaching: Topics and Pedagogical Approaches - Secondary
EDCP 455 Earth Space for Teaching is an introductory course that aligns with the BC curriculum and is designed for those interested in learning and experiencing hands-on inquiry focused curriculum and pedagogy in secondary Earth and Space sciences.
EDCP 456
Botany for Teaching: Topics and Pedagogical Approaches – Secondary
EDCP 456 Botany for Teaching is an introductory course that focuses on ways to teach the science of plant life through field experiences which include plant identification and classification activities within a broad and diverse range of learning contexts.
EDCP 481
Media Studies Across the Curriculum
This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy.
EDCP 496
Global Education & Curriculum
This course will explore the meaning of global education, and the idea of teaching with/through a global perspective.
EDST 427
Philosophy of Education
This course is intended to provide an introduction to a philosophical inquiry into education. The questions guiding the course are basic but fundamental. What is philosophy of education? What is education? What do educational terms like ‘schooling,’ ‘curriculum,’ ‘teaching,’ ‘learning,’ ‘inquiry,’ and ‘study’ mean and what is their significance? Is education important for philosophy and vice-versa? The course is open to any student who is interested in these questions and ones that relate to them. No prior specialization in philosophy or education is required.
EPSE 432
Classroom Management
The course introduces students to evidence-based practices in positive behaviour support that strengthen appropriate student behaviour and reduce challenging behaviour in classroom and school settings.
LLED 367
Teaching Writing
LLED 367 focuses on the teaching of expressive literacies, in particular writing and composition, for adolescents (although the methods are applicable across all ages).
LLED 445
Teaching Poetry
This course covers instructional methodologies for all forms of poetry and is divided into three general topics: 1) oral, 2) literary, and 3) digital or multimedia poetry and poetics.
LLED 449
Teaching Adolescents Literature
LLED 449 examines the theoretical and practical issues for teachers choosing and teaching adolescent literature, and offers approaches that engage students in reading, interpreting, and responding to fiction and nonfiction texts.
LLED 387
Secondary Theatre: Applications to Curriculum
This course covers some of the key practices and approaches of drama and theatre in education. It is largely based on experiential learning, and designed for teachers working at various grade levels and subject specializations. No prior experience in drama or theatre is necessary, although it is welcome. The drama strategies and techniques will include role drama, tableau, image theatre, playbuilding, improvisation, devising, amongst others. In the context of drama and theatre practices in education, the course will address issues of ethics and responsibility, diversity, and evaluation, along with literacy and cross curriculum application.
LLED 481
Digital Media in English Language Arts Education
LLED 481 provides a theoretical and practical basis for digital pedagogies, exploring code as language and embracing literacies needed to learn in the mediatic environment.

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