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Con-Ed Academic Overview 

  • In Con-Ed, you are taking two degrees at the same time: a Bachelor of Arts, Music, Kinesiology or Science and a Bachelor of Education. This program takes 5 years to complete.

  • During the first 3 years, an education course as well as a in-school placement is completed on top of your standard course load for your other degree. The fourth year is dedicated to finishing up your non-education degree, and the fifth year (as well as an additional summer term) is dedicated completely to your education degree. Queen’s Con-Ed graduates are out on the job market one year earlier than consecutive teacher candidates.

  • The in-school placements can be completed throughout the school year (example, once or twice a week each week) or all at once following the winter exam season (so in the first weeks of May).

 

After your first year, you will choose your educational stream.

  • You may select to teach students in grades Kindergarten – Grade 6 (titled “Primary-Junior” or “P/J”)

  • Otherwise, you may select to teach students in Grade 7 – Grade 12 (titled “Intermediate-Senior” or “I/S”)

  • If you decide to take the “I/S” stream, you must choose two “teaching subjects” to concentrate on throughout your degree. See the list of subjects to choose from below.

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Once you are finished your fourth year, you graduate your non-education degree and are then exclusively a student in the Faulty of Education. That is why you are the class of 2028 (even though you are done both degrees in 2029), because you graduate out of the “concurrent” part of your degree in 2028! The fifth year has a lot to look forward to, including:

  • 13-17 weeks of placements, including a three-week alternative practicum that can be done outside a school setting and anywhere in the world as long as it is related to the program. Travel fellowships support education-related travel outside Canada for alternative practicum placements.

  • You will choose a concentration in Year 5 that is like taking a “major” in your education degree. Some examples include Arts and Learning, At-Risk Children, Educational Leadership, Educational Technology, Exceptional Learners, Indigenous Teacher Education, International Education, Literacy, STEM, Social Justice, etc.

  • Instead of choosing a concentration, you may choose to apply to a Program Track. Our Program Tracks are Indigenous Teacher Education Program, Artist in Community Education, Outdoor Experiential Education and Primary-Junior: French as a Second Language.​

Primary-Junior

  • If you select the Primary-Junior stream, you do not need to select teaching subjects and can major in whatever you would like!

  • At the end of first year, BAH and BScH candidates are able to choose any major/minor that is offered within their Bachelor of Arts or Science program. BMus and BFAH candidates already have a specialized degree plan when they enter first year.

Intermediate-Senior

Candidates in the Intermediate-Senior program option choose two of the following subjects:​​

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  • ​Dramatic Arts

  • English

  • First Nations, Métis and Inuit Studies

  • French as a Second Language

  • Geography

  • Health and Physical Education*

  • History

  • Mathematics

  • Music – Instrumental

  • Music – Vocal

  • Science – Biology

  • Science – Chemistry

  • Science – Physics

  • Social Sciences

  • Visual Arts​

 

*Health and Physical Education will only be available as a teaching subject to Concurrent Education students enrolled in BSc(Hons) KIN​

Academic Resources

Here is a list of academic resources you can refer to at any point throughout your degree (click to access): 

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All information has been taken from the Queen's University Faculty of Education website and is used for informational purposes only. For more information, please contact academicsteach@cesa.queensu.ca.

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Land Acknowledgement

We acknowledge that we are on the traditional lands of the Anishinaabe and Haudenosaunee peoples, known as Katarokwi or Akadanakwig, or colonially as “Kingston.” The Alma Mater Society and Queen’s University seek to recognize the importance of these lands to the Indigenous peoples who have existed since time immemorial. The unjust acquisition of these lands occurred through the Crawford Purchase of 1783, a land treaty upheld by the First Peoples but later undermined by the British Crown and the “Canadian” government. This history of numerous broken promises and treaties continues to impact Indigenous communities today.

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As settlers on this land, we acknowledge our continued benefit from systemic structures that marginalize Indigenous peoples. Recognizing systemic oppression, it is our duty to actively listen to and amplify Indigenous voices, addressing both past and ongoing injustices for meaningful, positive change. We are grateful to these lands for sustaining us and giving us the gift of life. This acknowledgment is a call to action, committing us to understand and respect the history and ongoing struggles of Indigenous peoples. We recognize that words alone are not enough; our actions must reflect our commitment to justice and reconciliation.

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We have immense gratitude for the privilege to live, learn and play on these lands through learning and growing in orientation to make connections to new people. I encourage you to further your learning through Queen's Encyclopedia, Four Directions Indigenous Student Centre, and the Office of Indigenous Initiatives.

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Our words have power; through this acknowledgment, we aim to honor life. The resurgence and self-determination of Indigenous peoples inspire us to act with humility and in consideration of the future generations. We look to the Dish with One Spoon Wampum Belt Covenant, which perpetually teaches mutual understanding of shared land and resources, as a guiding principle in our journey toward reconciliation in Katarokwi/Akadanakwig and on Turtle Island. We are dedicated to creating an environment where Indigenous students, faculty, and staff feel valued, heard, and supported.

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