French as a second language (FSL)

Divisions: Primary / Junior (P/J) — Junior / Intermediate (J/I) — Intermediate / Senior (I/S)

See the admission requirements for the teaching subject French as a second language in each division.

French immersion certificates or being a fluent French speaker does not replace French courses to satisfy the FSL teaching subject.

Whether you are francophone, or have studied in French or in French immersion, our FSL test is mandatory for everyone, without exception. No other exam can replace it. Make sure you register and prepare for the French proficiency test. For more information, you must contact [email protected].

Teacher Education - Primary/Junior division

Note:

Students in Primary/Junior French as a second language who pass the French-language proficiency test but experience difficulties in French must complete PED 1599 (3 additional units). The Faculty will automatically register the student in that course.

Teacher Education -  Junior / Intermediate - Intermediate/Senior division

Note(s)  

1   . Students who have chosen a double major in science as their teaching subjects must complete PED 3132.

2   . Not all teaching subjects are offered every year. Refer to the notes to applicants enclosed with the application for admission form. The Faculty reserves the right to limit enrollment in those teaching subjects

3   . Students whose teaching subject is French as a second language and who pass the French-language proficiency test but experience difficulties in French must complete PED 1599 (3 additional units). The Faculty will automatically register the student in that course.

1) Creating, promoting, and participating in communities of inquiry

Graduates of the program:

• Participate in communities of inquiry
  • Demonstrate commitment to personal and professional learning to inform their own practice
  • Recognize that professional learning occurs in various ways and contexts
  • Participate in local and extended learning communities and/or communities of inquiry and practice
  • Create communities of inquiry
  • Create collaborative and respectful learning communities within their own teaching situations
  • Work collaboratively with colleagues, families and community members to meet the needs of students
  • Recognize the role of teacher as researcher and model a stance of inquiry
• Promote communities of inquiry
  • Recognize the values and roles of various educational contexts and communities
  • Demonstrate a sense of responsibility to community both locally and globally
  • Recognize various perspectives of the purposes of schooling
  • Demonstrate care, integrity, and respect as outlined in the OCT ethical standards of practice in all aspects of their work

2) Commitment to students and student learning

Graduates of the program:

• Recognize and respect each student’s uniqueness and provide opportunities for all students to learn and
• demonstrate their learning
• Demonstrate the value of the diversity of Canadian society, for instance, in relation to socioeconomic class,
• ethnicity, sexual orientation, gender, and ability, and the influence of these on student learning needs
• Promote student well-being including physical, intellectual, social, and emotional welfare

3) Inquiry into Professional Knowledge

Graduates of the program:

• Demonstrate an understanding of current theories and research on how students develop and learn
• Are familiar with research-based practices (assessment and instruction) that promote learning and address a
• broad range of learners
• Demonstrate knowledge of current curriculum, research, theory, and policy in relevant subject disciplines
• Understand the importance of integrating and aligning curriculum, instruction, and assessment
• Understand the interplay of theories and beliefs in influencing educational perspectives and practices
• Identify the legal roles and responsibilities of a teacher in Ontario

4) Inquiry into professional practice

Graduates of the program:

• Incorporate the aspects of their professional knowledge in their professional practice
• Demonstrate a repertoire of teaching and assessment approaches that respond to the complexity of teaching and learning and address the needs of a broad range of learners
  • Use current theories and research to inform planning and pedagogical decisions
  • Integrate technology, resources and tools in teaching, learning and assessment
  • Encourage creative engagement with subject matter that promotes critical thinking
  • Use a range of assessment strategies for a variety of purposes