The Curious-city approach
A localised, enquiry-led, engaging framework for NC2014
Written by teachers for teachers, the Curious-city approach not only inspires and guides teachers to create contextually relevant enquiry-led experiences. It enables a setting to create a bespoke, locally-focused curriculum that both covers and enhances the National Curriculum 2014.
Curious-city is not a commercial curriculum set in stone and handed over to you in a box. It is a skeleton of curious and creative learning opportunities that provides guidance for teachers to inspire learners with local people, places and stories, yet lots of room for additional contextualisation. Every Curious-city setting ends the curriculum journey with a bespoke curriculum specific to their locality.
Most schools discover that they are ‘doing’ much of it, but the Curious-city approach is about streamlining, aligning and ensuring that everything is purposeful, progressive and imperative to a learner’s experience.
Enquiries & themes
Seven core themes ensure that enquiry questions are situated in a variety of contexts and ‘big’ ideas.
Hover on each theme for an example of enquiry.
Being not doing
There is a huge difference between doing history and becoming a Historian; our States of Being empower learners to become Scientists, Mathematicians and Philosophers. The implicit skills, dispositions and curiosity required to think like a Historian make the shift away from teachers creating planning based on content, to thinking about how learners will actively experience the localised, real content in different ways.
The end result
For teachers: Curious-city frees up teachers to express themselves and get the most out of their classroom and their careers.
For the school: Curious-city will inspire a collaborative team approach across the school, as well as ticking a lot of Ofsted boxes from the moment the inspectors walk through the door.
Most importantly, for learners: Curious-city enables learners to become scientists, authors, engineers and all the other states, rather than simply teaching Science or English. It creates an ethos of curiosity about the local area, the people in it and how the learners themselves are a part of it.