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Additional Qualifications Online Application System

You may use this system to:

  • Apply for Additional Qualifications courses
    (Note that a valid email address and credit card are required)
  • Check the registration status of your application
  • Update your current contact information

About Our Program

The Curriculum Studies and Teacher Development Program (CSTD) is concerned with curriculum and instructional discourses, viewed in the broadest sense as educational experiences that occur in both formal and informal settings. Students engage in a critical examination of the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings. Given the diverse academic and research interests of our faculty, the program is organized into six constituent but optional Program Emphases.

The Curriculum Studies and Teacher Development program (CSTD) offers the following six program Emphases:

Students enrolled in CSTD Emphases are required to take 3 courses from a list of courses affiliated with the Emphasis. Students who successfully complete Emphasis coursework as part of their CSTD degree requirements may request a letter of completion in the Emphasis.


Program Structure

The Curriculum Studies and Teacher Development program is designed for flexibility.  Choose courses that best meet your needs.  The program details are as follows:

  • ​The CSTD MA degree normally requires eight completed courses and a Masters thesis. Additional courses may be required of some candidates.
  • Students are required to successfully complete CTL1000H (Foundations of Curriculum) and a course in research methods from the CSTD approved research methods course list. The remaining courses are electives.
  • At least four of the eight courses must be Curriculum Studies and Teacher Development courses. CSTD courses are identified with CTL1000-level course codes (i.e CTL1000H to CTL1999H) and Special Topics courses in CSTD are identified as CTL5000H to CTL5299H (Masters Level) and CTL6000H to CTL6299H (Doctoral Level).
  • Non-CSTD courses (if you choose to take them) can include Masters-level courses from the Languages and Literacies Education program or from any other OISE department: Social Justice EducationApplied Psychology and Human Development, and Leadership, Higher, and Adult Education.


The CSTD Program offers a wide variety of courses (click here to view course titles).   Our classes typically consist of 15 to 25 students.  

The Master of Arts program can be taken on a full-time or part-time basis. Full-time students usually take three courses per session.  Part-time students take one course per session.   A typical course involves 12 classes.   During the fall and winter session, a class will meet once each week at OISE (252 Bloor Street West, Toronto) for twelve weeks.   The summer session has a first term (May to June) and a second term (July to August), during which time if you choose to take courses, classes meet twice a week for six weeks per term. Classes are normally scheduled for the early evening (e.g., 5pm to 8pm) or the early afternoon (e.g., 1pm to 4pm), Monday through Thursday.   We also offer a large selection of online courses, which allow you to participate from home.   

Optional: Choose a Program Emphasis

The CSTD program includes six optional Program Emphases which reflect overlapping and intersecting strengths of faculty that teach within the CSTD Program.  Given the diverse academic and research interests of our faculty, these Emphases can suggest possible directions for students:

Critical Studies in Curriculum and Pedagogy
The Critical Studies in Curriculum and Pedagogy cluster is a forum for systematic and interdisciplinary reflection on the myriad of processes and contexts related to educational experience. The cluster encourages a critical exploration of educational phenomena, within and beyond the scope of schools, with a focus on power relations and social justice issues. The kinds of educational phenomena considered within this cluster cover a wide range of issues and topics, such as student experience, human interaction, subjectivity, knowledge production, ecology, globalization, colonialism, race, disability, gender, sexuality, cultural and linguistic difference, technology, and media production. 

Arts in Education Emphasis
The Arts in Education Emphasis will allow students to take specialized courses in the areas of music and sound, drama and theatre, visual art, and performance and in particular courses that reflect social justice concerns reflected through the arts and cultural production. This Emphasis will attract students interested in the arts, elementary and secondary arts specialist teachers, and community, gallery and museum educators interested in examining arts education beyond schooling.

Digital Technologies in Education Emphasis
The Digital Technologies in Education Emphasis is designed to engage educators in a critical examination of technology and its effective use in educational contexts.  Drawing on research from the fields of the learning sciences, psychology, diversity studies, and information and communication technology, learners will deepen their understanding of such topics as computational thinking, gamification of learning, online knowledge communities, social media, immersive simulations, technology and assessment, mobile devices and knowledge building. These courses will address emerging trends in the contemporary digital technologies landscape. Given the thousands of educational apps and web-based technologies available to teachers, where are we seeing potential?

Emphasis in Indigenous Education and Decolonization
The Emphasis in Indigenous Education and Decolonization examines the complex and tangled histories of those on whose traditional lands OISE/University of Toronto is situated - the Ouendat (Wyandot-Huron), Onondowahgah (Seneca- Hodenosaunee) and the Misi-zaagiing (Mississaugas-Anishinaabek) nations. This territory is subject to the Dish With One Spoon Wampum Belt Covenant, an agreement between the Iroquois Confederacy and the Ojibwe and allied nations to peaceably share and care for the resources around the Great Lakes. This Emphasis will provide an entry point into the knowledge systems that emerge from this particular land, with an emphasis on land itself as a teacher and a source of knowledge. The Emphasis will be grounded on a decolonial pedagogy, with a commitment to anti-colonization and decolonization practices. Recognizing that this land has and still does exist first and foremost in relationship to Indigenous people requires a critical consciousness and acknowledgement of whose traditional lands we are now on as well as the historical and contemporary realities of those relationships.  It is this understanding that forms the philosophical foundation upon which all of our courses position themselves within the emphasis.

Emphasis in Qualitative Methodologies
Qualitative Methodologies Emphasis will encourage a focused exploration of qualitative paradigms, approaches and methods within, and beyond, the scope of schools and education. This emphasis will allow students to take introductory and specialized courses in a range of contemporary qualitative methodologies in areas such as research and participatory inquiry; arts-based research and performed ethnography; feminist and queer approaches; indigenous methodologies, anti-colonial, decolonial and post-foundational and social justice research. These courses will address the need for students to deepen their understanding, application and specialization in qualitative methodologies in education. Students will also engage in an exploration of how qualitative methodologies are applied in non-formal education context as social justice pedagogies. 


Emphasis in Science, Mathamatics and Technology (SMT)
The SMT Emphasis is dedicated to exploring theory, practice and contemporary issues pertaining to science, mathematics and technology (SMT) education in diverse settings and contexts. We are a vibrant community of scholars and graduate students that thrive on collegiality, intellectual debate, critical analyses and inquiry.

Drawing on research and practice, we explore and critique innovative science, mathematics and technology education, while supporting research, curriculum development, and teaching. With strong connections to the SMT Centre, and the collaborative engineering education program, we invite you to join us and engage deeply with topics such as STEM, mathematics pedagogy, equity, inclusion, diversity, activism, and social and environmental justice.