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BC Curriculum

by io.github.pdg6

Get Curriculum Changes

get_curriculum_changes
Read-onlyIdempotent

Show what changed in BC curriculum since a given date. Detects added, removed, and modified Big Ideas, Competencies, and Content items across crawl runs. Requires at least two crawls to have change data.

Args:

  • since (string, optional): ISO date (e.g., '2026-01-15'). Default: last 30 days.

  • subject (string, optional): Filter by subject slug

  • grade (integer, optional): Filter by grade level

  • change_type (string, optional): Filter by change type ('added', 'removed', 'modified', 'all'). Default 'all'.

  • limit (integer, optional): Max entries to return (default 50, max 100)

Returns: Course-level summary of which courses changed, plus item-level detail of what specifically was added/removed/modified.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
gradeNoGrade level (0=Kindergarten, 1-12)
limitNoMaximum changelog entries to return (default 50)
sinceNoISO date string — show changes detected after this date (e.g., '2026-01-15'). Defaults to last 30 days.
subjectNoBC curriculum subject slug (e.g., 'adst', 'science')
change_typeNoFilter by type of changeall

TDQS

A4.3/5.0
Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already declare readOnlyHint=true and destructiveHint=false, so the safety profile is clear. The description adds meaningful behavioral context: it requires at least two crawls, detects three types of changes, and returns both course-level summaries and item-level details. This goes beyond what annotations provide.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness5/5

Is the description appropriately sized, front-loaded, and free of redundancy?

The description is concise and well-structured: a short purpose statement, a single clarifying sentence, a bulleted Args list, and a Returns line. Every sentence earns its place, and the structure makes it easy to scan.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness5/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

Despite having no output schema, the description explains the return format (course-level summary plus item-level detail). It also covers prerequisites (two crawls), parameter behavior, and the scope of the tool (Big Ideas, Competencies, Content). This is complete for a read-only list tool with optional filters.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters3/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

The input schema provides 100% coverage with descriptions for all five parameters. The description's Args section largely restates the schema, but it does add clarity by explicitly listing defaults for since and change_type and mentioning that grade 0 is Kindergarten. Since the schema already documents these, the description adds only marginal semantic value.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose5/5

Does the description clearly state what the tool does and how it differs from similar tools?

The description opens with a specific verb and resource: 'Show what changed in BC curriculum since a given date,' and goes on to specify the exact item types (Big Ideas, Competencies, Content) and the mechanism (crawl runs). This clearly distinguishes it from sibling tools like get_course_history, which focuses on a single course's history.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines4/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

The description provides clear context (changes since a date, across crawl runs) and an explicit prerequisite ('Requires at least two crawls'). It does not name alternative tools or explicitly state when not to use it, but the context is sufficient for an agent to select this tool appropriately.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

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TDQS

A4/5.0
Disambiguation4/5

Each tool has a distinct primary purpose: listing courses, fetching full curriculum, searching, tracking progression, and finding cross-curricular connections. The only potential overlap is between get_competency_connections and search_cross_curricular, both of which handle cross-subject discovery, but they differ in input and output (one is competency-text-driven, the other is grade-and-subject-comparison-driven), so confusion is unlikely with clear descriptions.

Naming Consistency5/5

All tool names follow a consistent verb_noun pattern using snake_case: get_ for retrievals, list_ for enumeration, and search_ for searching. The naming clearly reflects each tool's function, and there are no mixed conventions or vague verbs.

Tool Count5/5

Eight tools is a well-scoped count for a curriculum data server. The set covers the essential needs: discovery (list_courses, search_curriculum), detailed retrieval (get_course_curriculum), cross-curricular analysis (get_competency_connections, search_cross_curricular), progression tracking (get_grade_progression), and change monitoring (get_course_history, get_curriculum_changes). Each tool earns its place without redundancy.

Completeness4/5

The tool surface is quite complete for read-only curriculum access and analysis: it covers listing, full retrieval, search, cross-subject comparison, grade progression, and change/history tracking. A minor gap is that there is no dedicated tool to enumerate subjects or grades independently, though list_courses can filter by subject/grade and indirectly provides that information.

Resources