Fall 2020 - EDUC 823 G031

Curriculum and Instruction in an Individual Teaching Speciality (5)

Class Number: 5153

Delivery Method: In Person


  • Course Times + Location:


  • Instructor:

    Gillian Judson
    Office Hours: By arrangement



An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.


Meeting Dates:

Sept 11/12 & 25/26
Oct 2/3 & 23/24
Nov 6/7 & 20/21

Meeting Times:

Fridays: 4:30 – 6:00
Saturdays: 9:00 – 3:00
*Asynchronous delivery with synchronous activities during schedules classes.

Meeting Location:



The course begins by exploring philosophical, historical, and developmental influences on curriculum and instruction. Selected readings aim to highlight the persistent conflicts that underlie claims about the purpose of education and, thus, the most appropriate forms of education. Students will be encouraged to investigate these different perspectives and the educational issues they provoke in relation to their own educational practice or teaching specialty and with reference to the newly revised B.C. curriculum. The course then focuses on Imaginative Education (IE). Students will consider how the theory of IE relates to the other perspectives they have been discussing as well as what makes it distinct. Students will explore theoretical and practical implications of IE for curriculum theory in general and in relation to their teaching areas/the B.C. curriculum specifically.



This course has two central objectives: to provide students with knowledge of important philosophical, historical, and developmental influences on curriculum and instruction, and to provide detailed knowledge of Imaginative Education (IE) in theory and in practice.


  • Group and class work 25%
  • Analytical paper 30%
  • My Place Investigation 20%
  • Practical Application: IE Curriculum Design Project 25%



a)    Group and class work. (25%) Ongoing activities that relate to assigned readings and course concepts including two small group assignments: (1) Article Analysis & Re/Presentation, (2) Seminar on Kinds of Understanding.

b)    Analytical paper. (30%) A short academic, analytical paper that examines the presuppositions, assumptions and values underlying an educational idea.

c)     My Place Investigation. (20%) Exploration of Place using Imaginative Ecological Education principles (including consideration of implications for teaching and presentation).

d)    Practical Application: IE Curriculum Design Project. (25%) Imaginative Education Learning Design for student-selected aspect of the BC curriculum. 



**A list of additional readings will be provided in the first class.

Egan, K. & Judson, G. (2015) Imagination and the engaged learner: Cognitive tools for the classroom. (New York: Teachers’ College Press)
ISBN: 978-0-8077-5712-3

Egan, K. (1997). The educated mind:  How cognitive tools shape our understanding. University of Chicago Press: Chicago.
ISBN: 0-226-19039-0

Judson, G. (2015) A Walking Curriculum: Evoking wonder and developing sense of place (K-12). KPD.
ISBN: 978-1973540649

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:


SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html


Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).