Accountability (the ability to count) yields standardized provincial testing, comparative charts and neat targets that satisfy bureaucratic demands. Respons- ibility (the ability to respond) requires professionals who meet learners where they are with wisdom, allowing for the teachable moment and nurturing much deeper intellectual, social and emotional growth over time. We need to measure what matters, not just what is easy to measure. THE SHADOW OF POLARIZATION AND PRIVATIZATION Curriculum debates do not exist in isolation. In Alberta, they have become entangled with broader culture wars that intensified during and after the COVID-19 pandemic. Disputes now include which histories to highlight in new curriculum, how climate and social justice are to be contested and minimized, or whether privatization should be framed over the public good. In this polarized era, what students need most is the ability to think critic- ally, engage respectfully and work across differences. CLIMATE CHANGE AND SCIENCE IN CURRICULUM Alberta schools are increasingly disrupted by wildfires, floods, heatwaves, evacu- ations and air-quality crises. Climate literacy can no longer be optional: it must be woven across all programs of study. This means combining systems-thinking science with local lived examples of adap- tation, civic engagement (and emotional supports) so that students can move be- yond fear and paralysis toward informed, collective action on climate change. ARTIFICIAL INTELLIGENCE AND THE FUTURE OF HUMANITY If machines can deliver content and simu- late dialogue, schools must emphasize what artificial intelligence (AI) cannot replicate: creativity, empathy and the artistry of human relationships. The most enduring skills—creativity, collaboration, critical thinking, fine motor abilities and social–emotional intelligence—will re- main uniquely human and be bottlenecks
› Curriculum is about what should be learned. › Curriculum is not about how a particular curriculum outcome should be taught. › Curriculum belongs to and must be understood and supported by Albertans. › In matters of designing programs of study, teachers must take the leading role. › Business has a legitimate contribution to make, but curriculum must address much more than short-term economic objectives. › Curriculum should allow room for inclusion, local innovation and adaptation. › Curriculum design should be guided by a process of collaborative dialogue. › Assessment and evaluation must be consistent with the curriculum. › Curriculum implementation must be properly supported and paced. › It is the responsibility of teachers to support students toward a full understanding of the We, the teachers and school leaders of Alberta, believe: Declaration on Curriculum
curriculum, and it is the responsibility of the government and school boards to support teachers in all of their efforts to do so.
⊲ Read more about the declaration on curriculum by scanning the QR code, or visiting https://abteach .cc/Curriculum-Assessment.
ATA Magazine Winter 2026
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