My ideas, thoughts, and experiences

Category: EDCI 532

Curriculum Conversation

Today in our EDCI 532 course we spent some time in small groups comparing and contrasting K-12 curriculum and looking primarily through two lenses – indigenization  and digitization of curriculum.

Here are the links to each of the Provinces and Territories curriculum:

British Columbia






Newfoundland and Labrador

Nova Scotia

New Brunswick

Prince Edward Island


Northwest Territories


Here are some of the overarching ideas that came out of the sharing and discussions today:

  • provinces/territories are at varying levels of including and integrating indigenous content and supports for technology to enhance education
  • BC is definitely ahead of the game with their ‘new’ curriculum document(s), digital literacy framework, and First Peoples Principles of Knowledge resource
  • they seem to all follow Tyler’s Model of Curriculum Development
    • Determine the objectives of the province (what content is important)
    • Developing learning experiences that help students achieve the objectives
    • Organize the experiences (modeling? writing? etc.)
    • Evaluation of the objectives (how do the students demonstrate their mastery/achieved the objective)

“Really” by Acinapurag is licensed under CC BY-SA 2.0

As came up in class conversation yesterday, this seems common knowledge to us. This is because we do not know any better and is ‘how it has always been done’ – at least in this part of the world. Some  wonderings that continue to circle around my head these days are:

  1. How is curriculum developed in the third world?
  2. How are teachings determined/shared/assessed in different cultures?
  3. Is there much research into these things and integrating into how we do things in BC?

If you have any experiences or thoughts on any of these questions I would love to hear them and engage in conversation!


What is curriculum?

My Metaphor

“Glasses” by shyb is licensed under CC BY-NC 2.0

To me, curriculum is a pair of eyeglasses. Growing up, I always wanted a pair for myself. I was jealous of the different look they give as well as how it changes the way the people see the world around them.

For this metaphor, the frames provide a solid structure similar to the predetermined content of prescribed curriculum. The style of frames can depend on different regions or countries around the world. Then from that large selection, an individual gets to choose which frame works best for them.

The glass are the lenses in which the viewer looks at the world. The wearer can look at things as a whole, see things out of focus on the periphery, or focus on something quite specific depending on the direction they look and what they are interested in. Everyone has a pair with their own specific perspective in which they are seeing the curriculum through. And as learners – both the students and educators – age and move through the education system, the prescription changes and you are able to see a little bit clearer and with more understanding of your individuality and the direction in which you want your learning to go.


My Context

I graduated with a Bachelor of Education Degree from the University of Victoria in 2014. Unfortunately, that year the teachers were on strike, so I was unable to obtain a teaching position until January of 2015. Since then I have taught primary grades and spent the last four years teaching a combination of grade two and three students at a school in West Vancouver in British Columbia (B.C.).


Therefore, I have been referencing the ‘new’ B.C. curriculum throughout my whole career. The only exposure I had to curriculum before what is currently available, was selecting specific prescribed learning outcomes (PLO’s) while writing lesson plans throughout my practicums in my undergrad program. They were overwhelming in number as a new teacher, but they provided a specific scope and sequence in the learning for each grade which, naturally, I lacked as a brand-new teacher. As a teacher who has primarily engaged in only the current curriculum in B.C., it was daunting to lose the specific learning outcomes per subject. However, as I have progressed in my teaching experience, I have enjoyed the flexibility it provides me in the classroom.


This last year has given me even more perspective on curriculum and instruction. I was fortunate to be given the amazing opportunity to take on the role of Vice Principal at my current school. Now, not only am I responsible for the learners in my own classroom, but the school as a whole. This unique position allows for me see things in a bigger picture way and think critically about how I can engage in conversations on curriculum and instruction for our school as a learning community.


My Response to Week One Articles

As made clear by my metaphor above, I believe that curriculum is the content, not the container (Egan, 2003). In the K-12 teaching world in B.C., the curricular outcomes are already predetermined and what our governing body “values and has given priority” (Blades, 1997). My job as the teacher is to then work with the students to determine how we want to move through content in a way that is engaging and follows their interests and curiosities. The curriculum documents that I reference tell me the ‘what’, but I (and the learning communities I build relationships with year to year – colleagues and students) work together to determine the ‘how’.


In reference to Blade’s (1997) article, I believe in the importance of including students in the process of curriculum and instruction in order to build ownership of the learning and allow for deeper understanding of content. As a new administrator I have needed to remind myself about the importance of including student voices in the decisions we make. In meetings there can often be so many decisions made at a high level, and our school leadership team often has to take a step back and think about what is best for our small community of learners and ask for their thoughts and feedback. We saw this very clearly during the COVID-19 school closure and transition to online and blended learning.



Blades, D. (1997) Procedures of Power in a Curriculum Discourse: Conversations from Home. JCT, 11(4), 125-155.

Egan, K. (2003) What is Curriculum? JCACS, 1(1), 9-16.