Summer 2021 - EDUC 471 E100

Curriculum Development: Theory and Practice (4)

Class Number: 2428

Delivery Method: Remote


  • Course Times + Location:

    Mo, We 5:30 PM – 9:20 PM

  • Prerequisites:

    60 units.



Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.


This course will be offered remotely with synchronous and asynchronous elements.  Students are expected to be online and available during scheduled class times.

This course offers explorations of curriculum theory and processes of development with applications at different levels and subject areas. Understanding the key concepts of curriculum development is essential to contemplating issues throughout the field of education and entering the profession of teaching. Over the last few years in British Columbia, the Minsitry of Education’s redesigned purposes of education, capacities and strategies for teaching have been gradually implemented in public schools and classrooms. The new curriculum is guided by core competencies, big ideas, content, and curriculum competencies that also make space for personalized learning, environmental education,and flexible learning. At the heart of the new curriculum are literacy and numeracy, essential learning, creative and critical thinking, communication, Indigenous ways of knowing and teaching, and personal and social development of learners. Teachers are encouraged to make local decisions based on their students’ needs and sound pedagogical rationales.

This course will appeal to students in their professional development programs as well as practicing teachers and other educators. Over the semester, we will evaluate the competing aims of education, survey the different ways we conceptualize curriculum and identify the pressures on it to reform. Students will benefit from classroom discussions, small group work and be able to pursue topics of personal interest in assignments.


  • · To build a foundation of knowledge by surveying some enduring ideas in education as well as modern issues that impact education in general,
  • To learn the importance and implementation of weaving Indigenous ways of teaching and learning into curriculum,
  • To allow cooperative group discussions where you will get a chance to compare and solidify your understanding,
  • To get a practical sense of curriculum through some activities in the field and,
  • To advance to the fundamentals of the B.C. Ministry of Education’s New Curriculum that are being implemented today, and envision how they may be intentionally applied to shape the future of education.


  • Portfolio 30%
  • Interview with an educator 20%
  • Lesson presentation and write-up 30%
  • Participation 20%


There will be no final exam. Students will be given further details about grading and deadlines at the first class.


The participation grade for the course will be based on attendance, punctuality, discussion in class, participation in asynchronous activities, handing assignments in on time, and professionalism (including ensuring that their work is original)



Computer, Wifi connection


"Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together” (Erickson and Lanning). 2014
ISBN: 9781452290195


Further readings (journal articles and peer-reviewed papers) will be supplied to students by the teacher.

Registrar Notes:


SFU’s Academic Integrity web site 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.


Teaching at SFU in summer 2021 will be conducted primarily through remote methods, but we will continue to have in-person experiential activities for a selection of courses.  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 ( or 778-782-3112).