Blogs, articles and Curriculum Correspondence

Recovery? Rediscovering? A curriculum for caring? (June, 2020)

Teachers and leaders across the UK, indeed the world, are working hard to open school doors in the coming weeks. Whatever this looks like, each setting will need a different approach to teaching and learning. For our Curious-cityTM network, enquiry-led learning offers an opportunity to move forward. Numerous articles published recently, from Carpenter and Carpenter’s Recovery Curriculum to Mary Myatt’s Recovery Conversations, recognise that life will not be as it was before lockdown. Whilst home learning experiences will vary massively, what is common to all children is the need to be carefully reintroduced to ‘the way of learning’; whether this starts with a recovery or rediscovery is up to the setting.

Our approach has been to look at how teachers might re-engage children with enquiry-led learning, whilst recognising that schools may need a flexible approach to respond to what may be an opening and closing of schools over the coming months. To this end we have created three frameworks. Through embracing the Philosopher State of Being, speaking circles will become an important time for teachers and learners to reconnect through talking and listening. Towards Recovery is a list of open ended questions that could be used in any year group speaking circle, designed to get people talking about what it means to come ‘back’. Rediscovering enquiry-led learning, is an A-Z of light touch, flexible enquiry based activities that could be used in school (in the absence of formal enquiries) or as home learning. Both of these will be available in an all new Curriculum Library (see next page for details).

A Curriculum for Caring is different. It uses Giving City enquiries as stimuli to start the year in September, with a series of caring connections to extend throughout the year. For this, we looked to Bronfenbrenner’s (1979), Ecology of Human Development for our inspiration. As every Curious-cityTM setting will know, Bronfenbrenner's model of concentric circles is a tenet of our pedagogy. In his original book, Bronfenbrenner poses an idea for children to engage in a ‘curriculum for caring’ (ibid, 1979, p.53) to connect the micro-sphere of their immediate lives with meso-spheres of local community. This feels critical at the present time as support for ourselves and others has become, and hopefully will remain, a key part of our survival. If any school is interested in ‘A Curriculum for Caring’, Nicholas will be holding an online discussion on Monday 8th June, 2020; see overleaf for details, or email:

Why engage should not be wow (May, 2020)

For many settings, a shift towards enquiry-led approach includes the language of WOW as the initial stage. For most, this came out of the heady days of moving away from the QCA schemes of work (c. 2006) where schools realised there was simply too much content and not enough engagement. WOWs were often introduced to ensure that teachers were purposefully thinking about how to engage learners in the concepts of the enquiry before delving deep into content. As the sector’s understanding of pupil engagement, language development and cognitive science has developed over the past decade, we moved our language away from WOW and towards ‘Engage’ for several reasons.

We regularly find examples of how a ‘WOW’ opener to a project or enquiry creates an expectation that the context is exactly that: extraordinary, impressive and exciting. It brings to mind wide, saucer eyed gazes of awe and wonder from visits so exciting that when the learners return to school, to the same classroom that they spend hours a day, the feelings of inadequacy from the teacher grow as enthusiasm wanes and the children wax lyrical about the visit only to to struggle to draw anything from it. It can be very challenging to make a prepackaged visit ‘fit’ the enquiry and therefore the risk is that the WOW visit might bear little association to the enquiry’s question. We have found that sometimes the WOW experiences have drawn children’s understanding away from the carefully mapped National Curriculum objectives. Some teachers talk of the stress behind WOWs, including the pressure to make it ‘WOW’; the time to organise, set up and execute as well as making it ‘fit’ with the enquiry to ensure a cognitive flow. We need teachers to decide where visits and visitors are better placed to enhance the learning continuum. We believe this is often in the immerse stage, introducing key vocabulary in varied contexts. We encourage curriculum leaders to consider that the purpose of initially engaging learners is to give a taste, a whiff, a sight of what is coming up to trigger memories and recall associated knowledge.

In short: WOWs should not be wow. The purpose should be to engage, light up, draw in. It is a chance for teachers to see learners engage in different ways and to elicit and guage language. An engage could be a single event or a series of experiences that warm learners up, enabling them to segway into being immersed in the context and content of the enquiry. For those out there whose thoughts include, ‘This is all just semantics’, we say: that is not the case. The difference between an all singing, all dancing, jazz hands ‘WOW’ event and a series of contextually relevant experiences that introduce core language and concepts are fundamentally different approaches is significant. The former provides an experience with the latter, a beginning of a knowledge journey.


Nicholas Garrick

Further ‘Curriculum Clarity’ from Lighting up Learning, April 2020.

There continues to be a lot of noise around children knowing more and remembering more. Every week, the Lighting up Learning Team read through the most recent Ofsted reports of schools across the UK, looking for patterns with regard to curriculum. It is not surprising that comments are of course varied, however statements of where the school is in their journey are consistently used. ‘The school is in the early implementation stages embedding a new curriculum’, is read frequently. Aligning this with the Ofsted’s extension of a year for schools to embed changes being made to curricula, is recognition that developing a cohesive, progressive, sequenced and cognitively appropriately curriculum enabling children to know more and remember more, is complex.

It is true that the new framework places an emphasis on children being able to remember more of what they have learnt and is a key tenet of the revised inspection process. Inspectors have to ask questions as part of their job is to understand how knowledge is constructed within a curriculum to understand if it is having an impact. There are three things to unpack here.

Firstly, this assumes schools are clear about what knowledge means in their settings and presupposes senior and middle leaders have taken taken steps to intelligently design its implementation to ensure that knowledge is sequential ... [to read more, click here].

Know of, know how: 2.0 (April, 2020)

Very much aligned to Young’s (2019) revisiting of Powerful Knowledge, we have returned to our driving principles and looked at how the enquiry-led process, namely the line of enquiry, reflects this. We have made three distinct changes: Welcome to 2.0.

Whilst schools were responding to being ‘clopen’ (closed yet open), we made a decision to reframe how we talk about elements of the enquiry-led learning process. Since Curious-cityTM emerged as a distinct framework, we separated knowledge and skills within enquiries. We continue to stand by the distinction but have changed how we define them. Through both academic and grounded research, we continue to understand the power of separating knowledge and skills within the CC enquiry skeletons. Teachers report that previous to using an enquiry approach, they would not have considered the broader skills learners might need in order to be successful in a challenge other than relevant subject skills, like scientific investigation or using historical sources. They would not have considered explicitly mapping skills from other States of Being, techniques or approaches that should be associated with the challenge. For example, to create a documentary on the adaptation of a single animal to different habitats, the focus would have been on the scientific knowledge and the ability to classify animals. When the learners got to the challenge, it would be then that the teacher realised they might not have the skills to be successful and the outcomes not as expected (or that they would run out of time). Through the divergent knowledge and skills tracks within a CC Line of Enquiry - that converge into a challenge - teachers realise how important embedding broader skills are, particularly those needed to enable learners to successfully achieve the challenge, and ultimately answer the enquiry’s question. We have reflected on this and think that the term ‘skills’ is potentially misleading. This may be predominantly through overuse and a legacy of previous curricula. Combined with Ofsted’s obsession of ‘know more and remember more’, we note a worrying trend of privileging traditionalist knowledge precepts. Knowledge organisers, knowledge lines and knowledge maps make frequent appearances on Twitter as metaphorical journeys and roads, regularly mislabelled as ‘curriculum maps’. There is an excellent blog on this by Claire Stoneman (link below); look out for our response to that in the next edition.

Curious-cityTM Catalyst Curriculum 2.0 is essentially current enquiries, refreshed and updated. Every enquiry from Year One to Year Six has been revisited, refined and enhanced. We have made the vehicle subjects such as music, art and DT more explicit and reframed some of the enquiry questions and challenges. The biggest changes however are in the change of language from knowledge and skills to know of and know how. The reframe is to purposefully refocus teachers on the concept underpinning the enquiry and what learners need to know of and know how. The line between these is blurred of course and we found that at times, the separation of ideas in the skeletons into knowledge and skills was arbitrary; they could have applied to both. The shift to know of and know how, bolstered by Young’s (2014; 2019) Powerful Knowledge enables us to emphasise the enquiry journey towards the challenge. The divergence into understanding the content and context of an enquiry will ultimately place greater emphasis on the Practise stage when learners’ new found knowing of something and knowing how to do something converge in the challenge. This approach builds on the content and context, or knowledge and skills in old money, and enables learners ultimately ‘know more and remember more’.

Secondly, we have added an ‘elicitation’ reference onto every enquiry. In some cases, this may be a link to a previous enquiry, EYFS area of learning or building block of knowledge critical to engaging fully in the enquiry. This might lead to pre-teaching for anyone new to the school. Every school has their own curriculum map and so, particularly in KS2, there is no guarantee that a learner will have experienced the same know of building blocks in a different setting. Whole school changes to a new curriculum map may also cause a hiatus in learning as content is shifted around, and so knowing what a teacher might have to quickly revisit before diving deep into a new enquiry feels important.

Last, but certainly not least, we recognise the need to upskill teachers in subject knowledge and to ensure that they are confident in the concepts that underpin enquiries. We have created Enquiry Organisers, a third page of the Line of Enquiry for every enquiry in every year group. This not only details the concepts behind the enquiry, but also key knowledge, vocabulary, ideas to localise even further as well as suggestions on which parts of the skeleton are critical and which can be easily adapted. Teachers are very receptive and the feedback so far is encouraging.

So, as you can tell we have been busy and are keen to share these developments with all the schools within the CC network, both new and established. The team will be sharing the Curious-cityTM Catalyst Curriculum 2.0 with everyone in the coming weeks and updating Google Drives. In summary, we are constantly revisiting and revising our approach and we are not afraid to update, refine or even change course if necessary. Your feedback both theoretical and practical is always welcome and needed; we have our ears to the ground.


Nicholas Garrick.


Ofsted (2019) Education Inspection Framework. Available online:
Stoneman, C. (2020) Curriculum metaphors: Journeys. Available online:
Muller, J. and Young, M. (2013) On the powers of Powerful Knowledge. Available online: 6a8/On-the-Powers-of-Powerful-Knowledge.pdf
Muller, J. and Young, M. (2019) Knowledge, power and powerful knowledge re‐visited. The Curriculum Journal, 30 (2), pp. 196-214.

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