Going back to Toronto is totally cool. In fact, over half of everyone does that at Queen's. I do my placements in Peel region (Mississauga, Brampton, etc.).

For undecided science you'll most likely be taking a variety of science courses (up to your discretion - could be anything from one of the traditional biology, chemistry and/or physics to something like environmental science). Regardless of which science you go into, most universities require some math courses to graduate with a B.Sc (not sure about York in particular, but it's pretty much standard). I also don't know enough about York's concurrent program to know whether or not you'll be taking any education courses as well. Once you've done a few science courses, you can begin considering where you want to major.

The reason you have to declare a major in the first place is because as a concurrent student you'll have to fulfill the requirements of both a B.Sc and a B.Ed. The requirements of a B.Sc include (for the most part) choosing a major. The major you choose to get is not related to your education degree at all, but is actually a separate requirement imposed on all science students whether they're in Con.Ed or not.

As for your average, I don't know really. What I can say is that regardless of where you go you should always be putting in your top effort to maximize your average. Setting a threshold for yourself might seem like a good idea, but if you reach it you may lack the motivation to do the best that you can so I advise against it.

Hi! I've been creeping the forum for advice for a while, but I'm finally asking a question of my own.

It's about the PSE (and I guess kind of Queen's question... but perhaps, you could give me your take?). The Queen's one has a 300 word limit, so I worked to get it in the limit. After I read the Trent PSE guide though, I noticed that they suggested using more specific details and I guess, by extension, specific accomplishments. But I realized that I focused on explaining what I did and how I acted in certain situations and how those actions related to teaching traits, rather than going on to explaining what was accomplished in the end. If I add the actual accomplishment I feel as if I'm taking away from what I actually did to show that I have potential as a teacher (because of the word limit)... Thoughts? :(

Thanks for answering so many questions on the forum, by the way! You're really helpful :)

Allow me to offer you a few pieces of advice I was given by a Queen's professor when I was working on my PSE

1) Remember to focus on WHAT THE QUESTION ASKS YOU TO DO and do that as exactly as possible

2) You are writing a PSE that is not specific to teaching, and a supplimentary application that is. Use the two different essays to show various skills and sides of yourself.

3) YOU DON'T KNOW EVERYTHING (and dispite what you think, you might not know anything) about how to teach, SO DON'T TRY TO SOUND LIKE YOU DO! Instead, focus on why you are a good teacher candidate. This demonstrates that you understand the qualities of a good teacher, and the potential you have to develop such qualities.

4) We know that everyone who bothers applying to this program has amazing experiences to offer. It is what you take away from these experiences that matter to us. Focus on what you have learned.

For instance, taking BaBa's example one step further in the same number of words you might say

"As a DECA member of four years, I grew to understand that work ethic strongly collates with success. Initially, my passive participation yielded mediocre results. With increased dedication and work ethic I placed in the top 20 among thousands of international students at ICDC 2008. In 2009 I became club president and using my knowledge of the importance of work ethic and the support of role-model teachers, lead 25% of the 80-member club to qualify for international competitions. I believe that my style of self-reflective leadership will enable me to become an empathetic and critically reflective teacher."

This shows off personal accomplishment, while at the same time relating strongly to your personal qualities and teacher candidate potential.

A final bit of advice; while attempting to combine experiences with personal qualities, it is tempting to use phrases like "I hope to...". Try to use stronger, more firm wording such as "I am confidant that..." or "I firmly believe I will..."

If you get into Queen's, Queen's-Trent is almost guaranteed.

If she's deciding where to go, I highly suggest visiting both schools to check them out if she hasn't already. It made a big difference to me and would make a big difference to so many other people too. It's really important that she feels like her new school is where she belongs from experience. I belong in a small school surrounded by nature. Perhaps she doesn't.