Teacher Education: Consecutive

Consecutive Education at Queen’s is a program for those who are interested in becoming educators or working in the field as educators. The Bachelor of Education program provides university graduates with a second bachelor’s degree.

The Diploma in Education is for those who are without a university degree, college diploma, or certificate of qualification, have experience in a broad-based technology area, and are interested in teaching Technological Education in grades 9 to 12.

The Consecutive Education program is completed in 4 successive terms, starting in May and ending in August the following year, which enables our graduates to be out in the job market by September.

Application Process

How to apply


  • University graduates earn a second degree: Bachelor of Education.
  • Secondary school graduates may earn a Diploma of Education in Technological Education only. 
  • 4 successive terms, starting in May and ending in August the following year. Queen's graduates are out into the job market early.
  • All students take a concentration (see Course Descriptions) by combining a Focus course, an Educational Studies course, and the Alternative Practicum. Students can apply to the Artist in Community EducationIndigenous Teacher Education ProgramOutdoor & Experiential Education, and Primary-Junior French as a Second Language program tracks, or Technological Education.
  • Students choose a teaching division: Primary-Junior (K - Grade 6) or Intermediate-Senior (Grades 7 - 12).
  • 21 weeks of placements, including an alternative practicum that can be done outside a school setting and anywhere in the world as long as it is related to the student's concentration.
  • Travel Fellowships support education-related travel outside Canada for alternative practicum placements.

Intermediate-Senior Teaching Subjects

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

  • Dramatic Arts
  • English
  • First Nations, Métis and Inuit Studies
  • French as a Second Language
  • Geography
  • History
  • Mathematics
  • Music – Instrumental
  • Music – Vocal
  • Science – Biology
  • Science – Chemistry
  • Science – Physics
  • Visual Arts

Admission Requirements

Admission requirements are in the Queen's section of the Ontario Universities’ Application Centre Teacher Education Application Service (TEAS) website.

Selection of applicants is based on:

  1. meeting the admission requirements and/or recommendations (Note: meeting the minimum requirements does not guarantee admission);
  2. the number of spaces available in the option/teaching subject/program track requested;
  3. practicum placement availability;
  4. the score from the Personal Statement of Experience; and
  5. the score based on the academic average and number of prerequisites and/or recommended courses.

The scores from “4” and “5” above have equal weight.

See also How to Apply.

For information regarding admission, please contact Student Services.

See Technological Education for admission requirements for the Technological Education program.

Applicants (except for Technological Education), are required to have an acceptable undergraduate degree (minimum 3-year General degree).  Preference is given to applicants with a 4-year Honours undergraduate degree.

Recommendations (except for Technological Education):

  • A minimum “B” average based on the grading scheme of the issuing postsecondary institution.
  • 1 half‑year course in Developmental Psychology (or equivalent) or 1 full‑year course in Introductory Psychology (or equivalent).
  • Completion of a 4‑year Honours undergraduate degree (20 full‑year courses). If you have less than 20 full-year courses, it is recommended that you take additional courses to add up to 20, as this can be an advantage for salary and advancement.

Notes on Policies:

  • Recommended courses provide a broader subject knowledge that will be helpful with a teaching career.
  • The recommendations listed in the Admissions Policies are suggested for admission. Having the recommended items may help applicants to be more competitive in the admission process, but applicants may gain admission without the recommended items.
  • Unless otherwise specified, throughout the Admissions Policies, a “course” means a university‑level or second‑year CEGEP course.
  • “1 full-year course” means a full‑year course or its equivalent (e.g., 2 half‑year courses).

Primary-Junior Recommendations

In addition to the above, preferred status will be given to candidates who have completed at least one half-year undergraduate or graduate course in at least four of the following areas: 

  • English
  • Geography or Canadian History
  • Health and/or Physical Education
  • Mathematics
  • Science
  • The Arts (visual arts, music, drama, dance)
  • Developmental Psychology or full-year Introduction to Psychology

  1. Please refer to the Teaching Subject Course Requirements (below) for the required and/or recommended courses for teaching subjects offered in the Queen’s Teacher Education program.
  2. It is recommended that applicants have a minimum “B” average in the courses that meet the teaching subject requirements.
  3. Five full‑year courses are required for the first teaching subject; three full‑year courses are required for the second teaching subject (four are required if Music is the second teaching subject). Completing some of the teaching subject courses from upper‑year course offerings at the university level is recommended. Consideration for offers of admission may be given at the discretion of Student Services.
  4. Each course taken in preparation for a teaching subject may be used only once towards either teaching subject (i.e., “double counting” is not acceptable).
  5. A maximum of one full‑year course will be accepted from outside the department of the teaching subject

Teaching Subject Requirements

Dramatic Arts


  • One full‑year practical studio course (acting or directing); and
  • One half‑year course in theatre history (which may include any of the following components: performance in western and eastern theatre traditions from early classical eras to the end of the 19th century, a survey of production methods, and architecture).


  • One half‑year course in theatre production (which may include any of the following components: stage management, scenery design, costumes, lighting and sound systems).



  • One full‑year course with Canadian content in English literature or poetry; and
  • One full‑year or a combination of two half‑year courses in any of the following:
    • English literature
    • Poetry
    • Creative writing

An acceptable equivalent for the full‑year writing course would be one full‑year English course or equivalent that includes an exploration of writing in a variety of literary genres (e.g., poetry, drama, fiction and non‑fictional prose).

First Nations, Métis and Inuit Studies

No additional course requirements beyond the 5 full-year courses required for the first teaching subject and 3 full-year courses required for the second teaching subject.

French as a Second Language*


  • 1 full‑year course with strong overall grammar review at a minimum second‑year level;
  • 1 full-year course in writing for accuracy;
  • 1 full‑year comprehensive literature course; and
  • 1 full‑year oral communication course.
    For a second teaching subject, only 3 of the 4 are required.

*If you choose French as a teaching subject, one or more of your practicum placements may take place in a French setting (Immersion, Core, or Extended)



  • 1 half‑year course in Canadian geography (physical and/or human)


  • 1 half-year course in Geographic Information Systems (GIS)/Geomatics/Geo-Informatics, which may include: Cartography and Remote Sensing
  • Courses in Physical Geography, which include: Geomorphology, Climatology, Bio-geography, Geography of Soils, Glaciation, Lithosphere and Plate Tectonics, Natural Disasters
  • Courses in Human/Economic/Cultural Geography, which include: geography courses that cover global issues, such as tourism, development, environment, poverty, demographics/population, resources, resource management, land use: rural and urban, urban & rural planning, international trade and aid, Environmental Impact Assessment, regional geography (especially Canadian)
  • Related courses: Geology, Earth Science



  • 1 full‑year survey course in Canadian History


  • 2 or more of the following courses central to the History program taught in Ontario high schools:
    • Indigenous History
    • American History
    • Ancient & Medieval History
    • Modern European History
    • World Politics



  • Courses beyond those in the core calculus/analysis stream.

A related course may be considered (up to a maximum of one full‑year course or equivalent) if the course has a math or statistics course listed as an exclusion; in these cases, calendar descriptions listing the exclusion must be sent to Student Services.

Music (Instrumental or Vocal)

Applicants may not select both Music – Instrumental and Music – Vocal as teaching subjects.


  • A minimum of 1 half‑year university course in each of the following areas of music study:
    • Music theory
    • Additional Music Theory or Music Creation (may include: Composition, arranging, orchestration, electroacoustic)
    • Musicology/Ethnomusicology
  • A minimum of 1 full‑year university course in each of the following areas of music study
    • Applied Music (For instrumental music, applicants must have a minimum of 6.0 units in instrumental lessons or ensembles. For vocal music, applicants must have a minimum of 6.0 units in vocal lessons or ensembles. The applied music course is equivalent to a Grade 8 Conservatory certificate.)
    • Music Education or Education-related (1 half-year course required for second teaching subject). May include: conducting, secondary instrument, instrumental techniques (e.g., keyboard skills, vocal tech, guitar tech, brass tech, etc.)

Science – Biology


  • One full‑year course that has a major laboratory component, from a university biology department.

Note: Only one full‑year course in each of biochemistry and human biology will be accepted.


  • Any or all of the following courses will be useful: cell biology, ecology, genetics, microbiology, plant and animal (invertebrate and vertebrate – including human) biology.

Science – Chemistry


  • One full‑year course in introductory chemistry; and
  • One half‑year course in organic chemistry.

Only one full‑year course in biochemistry will be accepted. Applicants with an undergraduate degree in engineering must specify the chemistry content of each course and supply calendar descriptions.

Science – Physics


  • One full‑year, first‑year introductory physics; and
  • One half‑year course in electricity & magnetism beyond first‑year introductory physics.

Applicants with an undergraduate degree in engineering must identify the physics content of each course, using mechanics, sound, optics, and electricity and magnetism as headings, supplemented by calendar descriptions, to indicate the physics content in any course not labelled as Physics.

Visual Arts


  • One-and-a-half full‑year courses in comprehensive studio practice (including at least 2 of: Drawing, painting, printmaking, sculpture, photography, ceramics, or fiber arts) and
  • One full‑year survey course in art history (for e.g., Ancient Greece through to the Modern Era) And
  • One half-year course in one of: Period-specific Art History OR Thematic Art History; Contemporary Art; Canadian Art History; Indigenous North American Art; Non-Western Art (Eg. Indian, Chinese, Japanese, Islamic); Aesthetics and Art Criticism; History of Architecture; or History of Canadian Architecture

Program Tracks

Program tracks are offered to both Primary-Junior and Intermediate-Senior teacher candidates. A Consecutive Education applicant may select a program track as one of their choices when applying through OUAC/TEAS. (A similar process is available for Concurrent Education students, but they do not apply through OUAC/TEAS.) For more information, see each of the program track pages:


Concentrations are offered to both Primary-Junior and Intermediate-Senior teacher candidates (Concurrent Education students complete concentration courses in their final year). By combining a Focus course, an Educational Studies course, and the Alternative Practicum, teacher candidates can tailor their program to their interests and form a concentration in areas such as:

  • Assessment & Evaluation 
  • At-Risk Adolescents & Young Adults 
  • At-Risk Children
  • Drama in Society
  • Educational Leadership 
  • Educational Technology 
  • Environmental Education 
  • Exceptional Learners 
  • Indigenous Teacher Education
  • International Education
  • Literacy in the Elementary School 
  • Social Justice 
  • Teaching and Learning Outside of Schools 
  • Teaching English as a Second Language 

Not all concentrations may be offered every year.


Teacher Candidate during practicum

Regular practicum placements mean that you will work alongside other education professionals in classrooms for 18 weeks: one component in the first summer (3 weeks); two components in the fall (7 weeks in total); one component in the winter term (4 weeks), followed by an alternative practicum (3 weeks); and one component in the second summer (4 weeks).

The practicum blocks take place in schools within the designated catchment area, which includes 26 boards spanning from Burlington to Cornwall. You will complete a practicum registration where you select four different potential school boards for placement.

The 3-week Alternative Practicum is typically completed outside the school system, and takes place in the winter term of final year, after March Break. It must be consistent with one of the goals of your concentration. Teacher candidates normally make their own arrangements for the Alternative Practicum. You can complete it anywhere in the world, and you can apply for a Travel Fellowships to help you get there. Your program focus instructor will facilitate and approve your topic and location and can also supply you with a letter of introduction that may help you in obtaining a placement.

Alternative Practicum

Our alternative practicum provides an excellent opportunity to see what teaching internationally will be like. Many of our students who are interested in teaching abroad complete their alternative practicum abroad. We've had students at Kew Gardens in the UK, the DAH Theatre Research Centre in Belgrade, at American schools in Brazil and Hong Kong - the possibilities are endless!

Teaching Abroad

For over 30 years, we have been partnering with international schools around the world to offer our students international placements and future teaching overseas careers. We have successfully placed thousands of our students at jobs all over the world. 

Finance Your Studies

Queen's Student Awards provides charts with guidelines for costs that Teacher Candidates may incur, including education and basic living expenses. The amount it costs to attend Queen's will depend somewhat on the choices you make, which will affect your budget (such as where your extended practicum and/or alternative practicum is located).

For information on financial assistance please contact Queen's Student Awards.

For most entrance awards, all eligible candidates will be considered automatically. Most of these awards are based on academics. Visit the Student Awards Website to learn more.

Award Title Description
J. Bolton and Kathleen Slack Scholarship Awarded on the basis of academic excellence to students entering the consecutive Bachelor of Education program in the Faculty of Education.
Milton Frederick Pummell Scholarships Two entrance scholarships are to be awarded on the basis of excellent teaching-related experience and academic standing to teacher candidates entering the consecutive Bachelor of Education program in the Primary-Junior option.
Paul Park Scholarship Established to encourage students entering the Faculty of Education to teach in the fields of Mathematics, Science and Technological Education. Up to 10 scholarships are to be awarded on the basis of academic excellence.
Senator Frank Carrel Upper Year Scholarships Up to ten scholarships are to be awarded on the basis of general proficiency to candidates who for at least one year at the time of their application have been and remain domiciled in the Province of Quebec.
John R. McCarthy Scholarship
(Application Required)
Awarded to a student who has graduated with at least second-class standing from either a three-year or four-year degree program in the Faculty of Arts and Science at Queen's University who is normally domiciled in Ontario and will be enrolling in the Faculty of Education at Queen's University in the fall session immediately following graduation.

Students who are currently registered at Queen's University in the Faculty of Education can apply/nominate for the following awards.

Award Title Description
Indigenous Teacher Education Practicum Award Awarded on the basis of demonstrated financial need and academic achievement to part-time or full-time students in the Diploma or Bachelor of Education programs in the Faculty of Education wishing to broaden their studies through a practicum placement within a First Nations school or provincial school.
Johnny Biosphere Environmental Education Fund Established to promote environmental awareness among children. Teacher candidates, graduate students, and faculty are eligible to apply for funding. The application deadline is normally in late November.
Bamji International Practicum Placement Award Awarded on the basis of financial need and academic achievement to support a final year full-time Concurrent Education student in the Faculty of Education, wishing to broaden their studies in the international environment through and alternative placement.
Charles Martyn Elliott and Kathleen Mead Elliott Award for Travel Fellowships in Education Elliott Travel Fellowships for study outside Canada in the field of teacher education, pedagogy, or a related field are awarded to students enrolled in the Faculty of Education. In order to be eligible for this award, applicants must demonstrate financial need.
The Hajee Family Travel Fellowships in Education Awarded on the basis of financial need and academic achievement to full-time students in teacher education or graduate programs in the Faculty of Education wishing to broaden their studies through an alternative practicum placement or research project in Africa.
Rose A. Freeman Memorial Award It is given to a graduate student Teaching Assistant in the Faculty of Education who directly contributes to the learning experience of Bachelor of Education (ConEd, BEd, DipEd) students through exhibiting outstanding commitment to the value of learning, availability to students, good organizational skills, and motivation.
Upitis International Study Award Awarded annually to full-time students in teacher education and graduate programs enrolled in any Faculty of Education program wishing to broaden their studies in the international environment through an alternative placement.

Students who are currently registered at Queen's University in the Faculty of Education can apply for the following external awards.

Award Title Description
Elementary Teachers’ Federation of Ontario (ETFO/FEEO) Faculty of Education Award
(Application Required)
Awarded by ETFO/FEEO to a student at a publicly-funded university/institution in Ontario, during the final year of their teacher training. The deadline to submit your application to ETFO/FEEO is April 30.
F.D. Sawyer Memorial Award, Ontario Secondary School Teachers’ Federation (OSSTF/FEESO)
(Application Required)
The FD Sawyer Memorial Award was established in the memory of Frank D Sawyer, who was a member of the Provincial Executive during some of its most stirring years from 1952 to 1959 and President of OSSTF in 1954. At the time of his death in 1960 he was principal of Petrolia District High School. Frank Sawyer's great contribution to Federation lay in his ability to discover the basic issues in the many difficulties which arose in teacher-board relationships during his term of office and in his having a sense of humour in periods of crisis. The OSSTF/FEESO Faculty of Education Award, valued at $1,000 annually, shall be awarded to a graduating Intermediate/Senior or Technological Studies teacher candidate.
Margaret Craig Education Award
(Application Required)

This award is be presented annually by the Delta Kappa Gamma Society International Nu Chapter, on the basis of merit and need, to a female student who:

  • is enrolled for full time attendance in the final year* of an approved education program leading to a degree, or diploma (*final-year Concurrent or Consecutive Education teacher candidates);/li>
  • demonstrates outstanding ability as a potential educator.

The deadline to submit your application to the Delta Kappa Gamma Society, Nu Chapter, Scholarship and Awards Committee is December 1. You can find more information and the application on OnQ under BEd >> Awards >> Margaret Craig Education Award

OMLTA Helen G. Mitchell Award

This award is granted annually by the Ontario Modern Language Teachers Association (OMLTA) to honour students graduating from a pre-service Modern Language program in Ontario Faculties of Education. The candidate must exemplify the attributes of a potentially outstanding Classical/FSL/International Language teacher. Nominations must only be submitted by the language instructor at the Faculty of Education; no applications are required from teacher candidates.

Phyliss M. Beatty Memorial Award
(Application Required)
This award will be granted annually by the Ontario Alpha Delta Kappa Lambda Chapter to a female teacher candidate who is graduating from the Faculty of Education at Queen's University, and is a graduate of a high school in the Hastings and Prince Edward District School Board. The deadline to submit your application August 31.

Students currently registered at Queen's University in the Faculty of Education may be nominated for the following graduation awards.

Award Title Description
A. Lorne Cassidy Award Awarded to the graduating student who best displays outstanding talents and interests in the education of exceptional children during their program of study at the Faculty of Education.
Chiltern Way Academy Scholarship The Chiltern Way Academy Scholarship in Exceptional Education is awarded to the graduating student on the basis of academic excellence in Exceptional Education.
L.W. Copp Award Awarded to the student graduating from the Primary-Junior stream with high overall achievement and who demonstrates the qualities of an exemplary primary educator.
Frank J. Fowler Award Awarded to the student graduating from the Primary-Junior stream who best demonstrates the qualities of an exemplary primary educator.
D. E. Loney Prize Awarded to the graduating Technological Education student who has shown the most outstanding qualities of character and scholarship and demonstrated potential as a teacher.
Ontario English Catholic Teachers Association (OECTA) Scholarships Awarded to the graduating student who has demonstrated academic excellence in one or more of the courses preparing candidates to teach in Ontario Roman Catholic Schools: EDST 456, A Study of the Religious Education Program in the Roman Catholic Schools of Ontario; FOUN 416, Catholic Education.
John Deakin Buckley Walton Excellence in Student Teaching Award Awarded to the student graduating in the Intermediate-Secondary stream or Technological Education who has demonstrated excellence in student teaching.
John Watson Award Awarded to the graduating student in the Primary-Junior stream who has demonstrated excellence in student teaching.