Curriculum Studies

My Curriculum Story

Beginning the Journey

First day of school, September 1996

Like many, I first experienced curriculum as a student. Focusing on math, where the biggest changes have taken place, in my first two years of school we had the 1976 curriculum: Mathematics - Primary - 6: A teaching guide (MacLean, 2017). During this time, we had Grade 1A, 1B, and 1C, which were divided based on the academic abilities of the students. In 1998, a new curriculum was introduced, Atlantic Canada mathematics curriculum guide: Grades Primary-3 (MacLean, 2017), and with it, the push for inclusion in Nova Scotia schools. While this was the beginning of expectations provincially, I can distinctly remember inclusive practices that benefitted me in Grade Primary. The newest curriculum, implemented after I graduated, is from 2015, Mathematics - Specific curriculum outcomes (MacLean, 2017).

Apprentice

My mother, Debbie, taught Junior High for over thirty years and was honored with an Excellence in Teaching Award during her career. I had a "behind the scenes" look at teaching before I had formal education training. Keen to know what was happening at the kitchen table, my mother tested new ideas, lessons, and assessments on me and explained why she was doing things the way she did. This experience at home shaped how I looked at the curriculum being delivered in classrooms throughout my education.

Big Sister

My sister, Emily, has Down Syndrome. I remember sitting on the living room floor with her, when she was just a baby, working on her Early Intervention activities. This was the first time I recognized curriculum as learning outside of school. Emily also had an Individual Program Plan throughout school, and understanding how crucial peer interaction was for her, I became more aware, compassionate, and supportive of inclusion happening in my classes as a student.

Comparing Nova Scotia Curriculum to an International Curriculum

International Baccalaureate (IB) Diploma Programme

I was in the first graduating class of IB from Northumberland Regional High School. As compared to the Nova Scotia provincial curriculum, there is a much greater emphasis on formalizing the Informal Curriculum. As part of the diploma requirements, students must complete three core components. Creativity, Activity, and Service (CAS) Projects are required outside of school hours. I got involved in musicals, played varsity soccer, and coached Timbit soccer. The extended essay is a formal 4000-word research paper on a topic of the students' choice; my topic was Rogue Waves. A course called Theory of Knowledge explored the metacognitive and philosophical aspects of learning. Furthermore, the hands-on approach of the program allowed us significantly more time performing experiments than students in the Nova Scotia program stream.

Bachelor of Education through St. Francis Xavier University

Modern Teacher Training

In 2009, I attended Dalhousie University and earned a Bachelor of Science with a major in Psychology, focused in Early Childhood Development and Learning. In 2013 I graduated and started my Bachelor of Education at St. Francis Xavier University. St. F. X. provided a very modern education degree with courses focused on inclusion, universal design for leaning, backwards design, assessment and twenty-first century teaching and learning. These theoretical frameworks are the lens through which I look at curriculum.

Alberta Bound

Adjusting to new curriculum

In 2015, I accepted a position in rural northern Alberta. My school, Hill Crest Community School (HCCS), was very small; there were 90 students from Kindergarten to Grade 9. Alberta curriculum is well-organized, and outcomes are clearly worded and easy to understand. Professional Development is frequent and useful, and I grew immensely as an educator during my time in Alberta.

Evaluating the Hidden Curriculum

I grew personally as well during my time in Alberta. I experienced culture shock. I expected, still in a Canadian province, that it would be similar to home. In so many ways, it was more different than I found the east-coast of the United States. I lived in a predominately First-Nations (Dane-zaa, Dene, and Cree) town, and taught in a predominately Mennonite public school. Both at home and at school I was considered an outsider. I had to critically evaluate the hidden and null curriculums I brought as an educator. Technology was one of those areas. Improving student engagement was a division goal and technology was the tool they suggested. However, Mennonite culture is very technology resistant. Our school had one-to-one devices, but parents were very clear they did not approve of using technology any more than necessary. I dove into low-tech gamification to meet the division goal while respecting community culture.

Educational Technology Advisory Council (ETAC) Member

I moved to southern Alberta for a year in 2018. I worked in another rural school, but lived just outside Calgary. Technology was widely used, and the division promoted technology use through Teacher Advisory Councils. Four times a year, the division hired substitutes so that teachers in a variety of Advisory Councils could meet at Central Office. I volunteered to be the ETAC representative for our school and during the professional development days we reviewed division goals, asked questions, explored new technology, and applied for division grant money for school projects. My grant was to evaluate multiple non-verbal communication technologies to support our non-verbal learners. This format allowed staffs to have a point person in the building to ask for support and to bring back the latest developments and best practices.

Returning Home to Nova Scotia

A New Lens

I returned home in 2019 a completely different teacher than I was when I left. I was better able to evaluate my personal biases when reading and working with the Nova Scotia curriculum. I was prepared to restart with a new curriculum and used backwards design to make year, unit, and lesson plans, focused on integrated, project-based learning.

Technology Integration

Technology in my school is a luxury. We have several Chromebooks in each classroom, and three Chromebook carts; not enough for one-to-one devices in the whole school. I have organized my day into learning centers for Mathematics and English Language Arts to allow students more opportunities to use technology and see it as tools to support their learning.

Looking to the Future

Integrated Learning Mentor

I love the classroom but in the future I could see myself in a role more focused on integrated learning . I have experience with gamification, project-based learning, and inquiry and create engaging integrated learning opportunities. My experience in Alberta stressed the importance of professional development, particularly by teachers passionate about certain topics. Teacher Advisory Councils would be a great addition to the mentoring system CCRCE has in place. Mentors could lead the sessions and ensure all schools have access to resources and best practices. Video conferencing would allow collaboration across the province.

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