Extra curricular challenges

Implementing any new curriculum is a complex undertaking that requires very careful consideration to ensure that new programs of study have the best chance of success when they are put into practice in diverse school and classroom contexts. Because of our long history with curriculum implementation in Alberta, we know how this can be done successfully.

Conditions for success include adequate time to understand the new curriculum; teacher collaboration in building or selecting provincial resources; relevant and focused professional inservicing far in advance of mandatory implementation; comprehensive and open communication strategies for teachers, school leaders and parents during the rollout; and a clear focus on equity as the programs of study come alive across small-to-large Alberta school divisions in both rural and urban settings.

However, a large 2023 Alberta Teachers’ Association research study has revealed that careful consideration was not given to these essential conditions, nor has the new K–6 curriculum been well resourced or supported.

To fully understand how well the new Alberta K–6 curriculum was being implemented in its first year (2022/23) and to gauge the level of satisfaction with the three new programs of study, the Association randomly sampled 1,000 elementary teachers for their feedback between February 10 and March 6, 2023.

Levels of satisfaction

Low levels of satisfaction were expressed with the new curriculum for K–3 math, K–6 physical education and wellness, and K–3 English language arts and literature. Only 37 per cent of respondents feel the language arts and literature curriculum is satisfactory. The satisfaction rating drops to 30 per cent for the physical education and wellness curriculum. Most concerning, only 26 per cent of K–3 teachers are satisfied with the math curriculum. As one Alberta elementary school leader stated, “It is grossly developmentally inappropriate.”

Implementation support and resourcing

The study also revealed that two of three elementary teachers felt they did not have the necessary curriculum inservicing and planning time required to successfully implement the new K–6 curriculum by September 2022. While that slowly improved over the year, with some school divisions picking up the pace of support mid-year, teachers did not have adequate supports when they walked into the classroom with a new mandatory curriculum in place.

Resources were also lacking. Eight of 10 Alberta teachers report not receiving the necessary materials to successfully roll out the sweeping curriculum changes imposed last year. As one elementary teacher shared, “There should have been guaranteed resources to carry out the new curriculum. Everything I am using I have bought with my own money.” In fact, 30 per cent of Alberta K–6 teachers spent between $100 and $300 out of pocket on resources, with another 18 per cent spending between $300 and $600. Imagine a doctor or nurse buying essential medical supplies so they can continue with their professional practice.

Rise in literacy and numeracy testing

Over 90 per cent of respondents expressed high levels of concern with the rapid increase in literacy and numeracy testing from both government and school boards. As one elementary teacher stated when describing the complexity of their classroom, “Severe behaviours, not enough supports for students, large class sizes with students achieving well below grade level, and time-consuming government testing are all interfering with student learning and the new curriculum implementation.”

The Association’s study shows dissatisfaction with the new curriculum, poorly supported implementation, and a lack of teaching and learning resources. Additionally, the increase in standardized literacy and numeracy testing for children in Grades 1–3 is resulting in diminished opportunities for more engaged student learning.