Course Descriptions.

  • Course Codes

All courses are identified by a 3-digit number (e.g., 307). The first digit indicates the cluster to which a course belongs:

            100           Religious Studies

            200           Education Studies

            300          Educational Psychology Studies

            400           Curriculum Methods Studies

            500           Academic Studies

            600           Teaching Studies

            700           Practicum: Field Experience

 

The second and third digits refer to the number of a course within a cluster (e.g., 105 is the fifth course offered in the Religious Studies cluster).

Each 3-digit course number is appended with a dash followed by a 0. 1, 2, or X to indicate the semester in which it is offered:

  • Course numbers ending in 1: courses taken in Fall semester @ 3h/week.
  • Course numbers ending in 2: courses taken in Winter semester @ 3h/week.
  • Course numbers ending in 0: courses spread over Fall and Winter semesters @ 1.5 h/week.
  • Course numbers ending in X: courses that may be offered in either the first or second semester. Such courses are entered into a student’s transcript with an appended digit of either a 1 or a 2 to indicate when a student took a particular course.
  • Course Discriptions

100   Religious Studies

 

  • Bible Studies

The Bible courses provide students with an in-depth survey of the covenantal and redemptive history of God’s self-revelation as recorded in the Bible. Background information from world history, geography, and archaeology relevant to the history of the Bible will be included as appropriate. Emphasis will be placed on skills necessary for responsible and effective teaching of Bible History.

  • 101-0  - Bible I

Old Testament Studies covers the history from Genesis 1 to the captivity of Judah. This period also includes the wisdom literature and most of the OT prophets. The students will research topics related to the sacrificial services and ceremonies in Israel.

  • 102-0 - Bible II

New Testament Studies covers the history from the captivity of Judah to the end of Acts. The NT letters are reviewed in their historical context. Students will research topics connected to the intertestamentary period.

  • 103-0  - Bible III

The Bible History lesson is an essential part of the instruction in Reformed schools, and thus also an essential part of a teacher’s training. The close connection between home, school, and church means that the telling of the Bible story is to be done within the framework of the Reformed confessions.  This perspective also explains the connection between the two components of this course:

  • Part 1: Reformed Doctrine

This part of the course deals with all the topics of Reformed doctrine as follows:

  • Scriptural basis for each doctrine
  • expressions and terms used in Scripture and confessions
  • connections to doctrinal issues in Church history
  • connections to current doctrinal issuesconnections between doctrine and the classroom

  • Part 2: Bible Story Telling

This part of the course helps students to prepare a Bible History lesson in a responsible way.  Students are first shown how to work with the material in preparation for telling a Bible story (the Bible text, commentaries, other resources) and, secondly,  how to present the lesson. The use of a theme and an appropriate story outline is stressed. The students will become familiar with the redemptive-historical approach to Bible history.

  • Church History Studies

These courses are offered in a 3-year cycle. Although there is a chronological sequence, each course stands independent from the others. All three parts of the series emphasize the use of themes to give structure and focus to Church History. Each course has a dual focus:  the content of Church History and the pedagogical principles and methods for teaching Church History.

  • 104-0 - Church History I

Part 1 traces the history of the church of Jesus Christ from Pentecost (c. A.D. 30) through the fall of the Roman Empire to the concluding centuries of the Middle Ages (c. 1400). Topics focus on the struggle of the church against heresy, persecution, domination by the state, and papal hierarchy.

  • 105-0  - Church History II

       Part 2 traces the history of the church of Jesus Christ from the Renaissance (c. 1400) through the ages of Reformation and Enlightenment to the 18th -century revival and missionary movements (c. 1800). Reformation is followed by division as the church of Jesus Christ struggles to live by the Word of God in an increasingly humanistic world climate. A divided Christian church brings the gospel to the ends of the earth during the 17th and 18th centuries.

  • 106-0 - Church History III

Part 3 traces the developments in the Reformed churches of Europe during the 19th and 20th centuries that had a direct bearing on church life in North America as we experience it today. This course includes a study of the federation of Canadian/American Reformed churches, its ecclesiastical relationships and ecumenical contacts, and its missionary and mercy outreach.

  • 107-X - ntroduction to Ethics

This course provides the tools to understand and analyze ethical issues and controversies in order to help students deal with them personally and in the classroom setting. The norms of Scripture and confession will be explored and applied to the field of ethics. Special attention will be given to the Ten Commandments and the concepts of Christian freedom and Christian lifestyle. Principles derived from this study will be applied to specific issues.

200   Education Studies

  • 201-1 - Foundations of Reformed Education

This course examines the structure of a parentally-run Christian school in which biblical instruction is normative. Relationships between home, school, and church are explored, with a special emphasis on the home-school (parent-teacher) relationship in the teaching and learning setting of the classroom.

  • 202-2 - Foundations of Curriculum

In this course, students are introduced to the elements of curriculum and the various levels (philosophical, school programs, conceptual frameworks, and units/textbooks) involved in curriculum development.  The course also deals with the issues and tensions involved in curriculum development. Students examine a variety of curriculum orientations and how they are reflected in guidelines, textbooks, and units of study designed by secular and Christian organizations.  Students apply the theory of this course to a critique of a curriculum unit.

  • 203-1 - ntroduction to Educational Research

Students learn how to design, research, and report on an inquiry topic directly related to education in the elementary and/or secondary school setting.

  • 204-X  - History of Education

This course offers a historical survey of schooling during the ancient civilizations through to the most recent developments in Canada. Social and political contexts are considered in so far as they influence developments in education. Special emphasis is placed on the role of the state, church, and parents in education.

  • 205-X  - Mathematics for Teachers

This course is a survey of mathematical topics appropriate for elementary schools. The emphasis will be on mathematical concepts and skills including problem solving.  The course is intended to prepare teachers to teach elementary school mathematics successfully.

300   Studies in Educational Psychology

  • 301-X  - Educational Psychology I:  Learning Theories

This introductory course critically examines behaviourist, cognitive, and constructivist theories of learning and their application to the classroom setting. The work of theorists such as Pavlov, Skinner, Piaget, Bruner, Vygotsky and others will be introduced.

  • 302-X - Educational Psychology II:  Assessment

This course is based on the premise that assessment of learning is an integral part of the instructional process.  Effective assessment includes a range of tests and other instruments, as well as observation and authentic assessment approaches.  Where appropriate, references will be made to intended learning outcomes and exemplars as stated and developed by Ministries of Education in various provinces.

  • 303-1 - Educational Psychology III: Child Development

This course presents a brief historical overview of the child and his place in culture, society, family, and school.  Although the physical, cognitive, and psych-social dimensions of child development are examined from the beginning of life at conception, special attention is paid to the school-aged and adolescent youngster.

  • 304-2 - Educational Psychology IV: Special Education

This course acquaints the student teacher with a wide range of special needs children within a typical classroom setting.  The role of the teacher is seen primarily as one of “problem-finding”. Suggestions for early detection, referral, and initial modification of programs and materials are presented.

400   Curriculum Methods Studies

All curriculum methods courses offer a two-fold approach:

  • The content of the discipline/subject is delineated and examined.
  • Appropriate methodologies, resources, and approaches for the teaching and  learning of the subject area are presented.

The student teacher is expected to become familiar with each subject as a course of study.  Practical applications to the classroom setting are central to all curriculum methods courses.

  • 401-X  - Art Methods

This course acquaints students with the language of art, explores are in its variety of forms, and investigates a wide variety of materials and equipment. This course aims to equip teacher candidates with the knowledge and skills to teach art with confidence and imagination, fostering in their students a greater appreciation for the aesthetic dimensions of God’s creation.

  • 402-X  - French Methods I
  • 403-X - French Methods II

Both courses focus on improving the student teacher’s own French language skills. They also promote student growth and development in becoming responsible, competent, and creative French language teachers for elementary schools. Through a variety of activities, students will practise listening, speaking, reading, and writing French in the context of French culture studies. Assignments and activities are designed to provide students with ideas and activities for their future classrooms. Both courses are offered at an advanced and a general level to accommodate variations in French language background among student teachers.

  • 404-X - Language Arts I:  Reading Methods

This course is an introduction to the teaching of language arts in the elementary school.  It examines connections among the six language arts:  reading, listening, speaking, representing, viewing, and writing. Although the emphasis is on the reading component, students will be equipped to prepare a well-balanced language arts program for their future classrooms. Theoretical issues as well as practical classroom applications (e.g., programming, planning, methodology, resources, assessment, etc.) are examined.

  • 405-X  - Language Arts II:  Writing Methods

This course focuses on teaching elementary school children to write effectively in a variety of genres. Building on the connection between writing and reading, this course introduces student teachers to the use of genre-appropriate organizers to plan and monitor various forms of narrative, descriptive, and expository writing. Students are shown how to design checklists and rubrics that help the teacher assess not only the content and form of students’ writing, but also how well children use the process of writing.

  • 406-X  - Language Arts III:  Reading & Writing Methods

An introduction to the teaching of the language arts in the elementary school.  It examines connections among the six language arts:  reading, writing, speaking, listening, representing, and viewing.  By means of a survey of both reading and writing practice, students will be equipped to implement a well-balanced language arts program for their future classrooms. Theoretical issues as well as practical applications (e.g., programming, planning, methodology, resources, assessment, etc.) are examined.

  • 407-X  - Mathematics Methods

A study of mathematics curriculum, instruction, and assessment in the elementary school. Problem-solving, making connections, communication, reasoning, and representation will be considered as key components of mathematics learning. The course is intended to demonstrate that elementary school mathematics can be taught and learned meaningfully.

  • 408-X  - Music Methods

This course explores music in today’s classroom with an emphasis on developing the student teacher’s own skills in learning and teaching music at the elementary level. Music theory, history, and teaching strategies are taught. Practice in leading singing and in playing recorder is provided.

  • 409-X - Physical Education Methods

An introduction to the teaching of physical education in the context of a Biblical orientation to the subject content, theory, and practice.  Movement concept and skill, physical fitness, personal health and wellness skill mechanics, activity/games skill development, and positive social skills development form the core of the course. Instructional effectiveness, lesson planning and delivery, long-term organization and evaluation, and structuring student participation are also included.

  • 410-X - Science Methods

A study of the role of science in elementary schools:  its purposes, content, pedagogy, and assessment.  We will consider the nature and limitations of science, examine ways of teaching and learning science, and review the basic concepts of elementary school science.

  • 411-X  - Social Studies Methods I

In this course, the focus is on three aspects of social studies:  current events; general knowledge of social studies, history, and geography; and the how and why of teaching social studies. In all three components, the emphasis will be on developing a Biblical perspective.  The purpose, content, and the teaching/learning of social studies in the elementary and middle school (K to 8) are examined.

  • 412-X  - Social Studies Methods II

This course examines the purpose, content, and teaching/learning of Social Studies in the elementary school.  Some attention is also given to the teaching of geography and history in Grades 7-12.  Social Studies is a study of people and how they interact with each other and with their environments.  We will keep in mind that the Word of God is normative for all relationships.

500   Academic Studies

  • Survey of English Literature I, II

A two-year chronological survey of British literature, this course explores major themes in the history of literature, especially as these themes reflect man’s relationship with his God, his neighbour and his environment. While the course will help students develop specific skills in close readings of the major genres of literature (poetry, prose and plays), it will also develop a literary appreciation that is rooted in a biblical world- and life-view. By means of class discussions, brief presentations, and written assignments, students will learn to articulate clearly and persuasively their responses to literature. Some attention will be paid to the writing of academic essays.

  • 501-1 - Anglo-Saxon to Neo-Classical (AD 1000-1800)
  • 502-1 - Romantic to Postmodern (AD 1800-2000)     
     
  • 503-2 - Perspectives on Literature

This course selects four major phases in the history of ideas in the west in order to explore the connections between philosophy and approaches to literature. The course follows the ways in which foundational beliefs shape various perspectives on literature through the classical, medieval, modern and post-modern eras. We will be reading primary texts on the nature, function and reception of literature together with representative works of literature, art and music to demonstrate and evaluate how individuals and societies put their convictions into practice in the realm of literature and beyond. Given the historical organization of the course, we will be able to describe the particular changes in artistic theory and practice in their relation to the major paradigms from the classical age to the present.

  • 504-X - Survey of Children’s Literature

This course is a survey of the literary genres found in children’s books. The course is intended to broaden the future teacher’s own knowledge of children’s books across a wide range of age, interest, fiction/non-fiction categories. In addition to developing an extensive annotated bibliography of their own readings, students will familiarize themselves with the body of work of one particular author/ illustrator of choice. Special attention with be paid to award-winning books (e.g., Newbery, Caldecott). The use of  trade books to structure and support a classroom language arts program will be emphasized throughout the course.

  • 505-X  - History of Ideas

History of Ideas offers a survey of main philosophical themes arising out of the history of Western thought. The course traces the roots of ideas that are prevalent in our society, and in doing so seeks to find answers to questions that are common among today’s Christians in the western world.  Students will address such issues as secularization, skepticism, pragmatism, hedonism and moral relativism in order to detect, evaluate and respond to the ideas that shape today’s mentality.  Special attention is paid to the relevance of these ideas to educators.

600  Teaching Studies

The courses in this series prepare the teacher-candidate for field placement experiences in the schools.  All Teaching Studies courses contain a practicum preparation component as well as one or more practical classroom topics.  Students in the  Diploma of Teaching program take Teaching Studies 1-6; those in the Diploma of Education program take Teaching Studies I and II.

  • 601-1 - Teaching Studies 1

The focus of this course is on preparation for the first practicum session. Students learn the basics of lesson planning and practice essential teaching skills including the narration of a Bible story and blackboard writing. In addition, course content includes an introduction to the procedures and expectations of the practicum program.  Students are also introduced to College requirements for all written assignments.

  • 602-2  - Teaching Studies 2

Students learn how to write lesson objectives and to design lesson sequences with a clear beginning, middle, and end structure.  This course pays special attention to the use of questioning as a teaching method and offers students an introduction to curriculum, learning styles, and thinking skills.

  • 603-1  - Teaching Studies 3

In addition to preparation for and review of the practicum session, this course pays special attention to a Biblical view of discipline, classroom management, and direct and indirect teaching strategies.

  • 604-2 - Teaching Studies 4

In this course further practice in lesson planning focuses on the teaching of content courses.  This course has a narration and a unit design component.  Students are introduced to UbD unit design through collaborative unit planning.

  • 605-1 - Teaching Studies 5

The focus in this course is on preparing a unit plan as part of a professional portfolio. Other topics include year and weekly planning and writing detailed lesson plans.  Students apply research writing skills to a research project.

  • 606-2 - Teaching Studies 6:  Induction

This course prepares students for their task as teachers by focusing on topics such as:  duties of teachers, contracts and salary schedules, handbooks and policies, short- and long-term planning, assessment, report cards, and parent-teacher interviews.  This course also deals with legal and social issues in education.

  • 607-1 - Teaching Studies I

This course prepares Diploma of Education students for their first practicum sessions. Special attention is given to lesson planning, essential presentation skills, a Biblical view of discipline, and classroom management. Students are introduced to the requirements for a professional portfolio and receive an introduction to unit planning.

  • 608-2 - Teaching Studies II:  Induction

Same as Teaching Studies 6 above.

700  Field Work

Practicum placements are arranged in cooperation with a school principal or his/her designate. Associate teachers, teacher-candidates, school administration, and College supervisors follow the procedures and policies in Covenant’s Practicum Guidelines.

 

Diploma of teaching:

701-1          Practicum 1           2 weeks

702-2          Practicum 2           3 weeks

703-1          Practicum 3           2 weeks

704-2          Practicum 4           3 weeks

705-1          Practicum 5           5 weeks

706-2          Practicum 6          7 weeks

Diploma of Education:

707-1          Practicum I            5 weeks

708-2          Practicum II          7 weeks

Professional Portfolio

Students are required to develop a professional portfolio during their studies at the College. Components of the portfolio have been incorporated into various courses in both programs. In their final year at the College, students complete their portfolios in preparation for the interview and hiring process.  A professional portfolio should contain: a cover letter, a resumé, statements of Reformed education and faith, summaries of practicum experiences and learning, and examples of work as teachers-to-be (e.g., unit plan, position paper, etc.)

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