Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 46 learning. Interviewed teachers also noted limitations, including occasional mismatches in age or ability level; and challenges selecting sessions suitable for multi-age classrooms. Staff and teacher comments on the credit system suggest that funding limitations could restrict teachers' ability to book the full set of sessions they had planned to support a cohesive instructional sequence. Connected North Staff Staff described curriculum alignment as crucial for ensuring that sessions are not isolated enrichment opportunities, but integrated components of classroom learning. Those involved in session development emphasized the complexity of this work, given that Connected North operates across provincial and territorial jurisdictions, each with different curriculum structures and expectations. One staff member explained that supporting schools through curricular changes - such as the Northwest Territories' transition from an Alberta to a BC competency- based curriculum - required proactively identifying teachers' needs and sourcing complementary professional development sessions or content. Staff noted that this mapping effort, which now spans thousands of sessions and requires continuous updates as curricula evolve, has become "a really fundamental piece to the educational tool." As a point of intersection between the idea of curricular alignment and customizability, staff members described how they would often seek new providers or develop new sessions to meet the goals of a given school or class. Additionally, on the point of customizability, staff described how they work with schools to create custom collections of sessions, and to align sessions with other cultural or land-based learning that is taking place in the school. Staff summarized this work as "a real listening experience" at the start of each year, ensuring that program offerings remain attuned to the needs of teachers, students, and communities. Content Providers Content Providers consistently indicated that their sessions are designed with curriculum alignment in mind. One noted that they routinely review national and provincial curricular expectations, explaining, "We look at curriculum all throughout Canada… talk to teachers about what they're focused on… and design sessions to meet those learning goals." Providers also described the customization process, and how they regularly collaborate with teachers to adapt sessions to specific grades, subjects, or community contexts. One noted, "We'll work with the teacher one-on-one to create stuff just for them… sometimes it's for one teacher every year, and we become part of their course plan." Providers also described tailoring sessions based on students' baseline knowledge, cultural protocols, and real-time classroom dynamics. In some cases, session content is adapted in response to issues such as bullying, trauma disclosures, or community events to ensure that sessions remain emotionally safe and relevant. The Content Provider survey also provided a modest (99% positive) number of responses related to curricular alignment and customizability, with the latter being the focus. Similar to the interviews, comments mentioned: • Adapting to students' previous level of experience with the subject matter.