FAQ

No. Students join with a room code and team name. This allows fast onboarding, fewer privacy concerns, and no long-term student account management.

No. Curriculate is designed to amplify effective teaching—not replace it. Teachers still set the goals, explain concepts, and guide learning. Curriculate adds structure, visibility, and evidence to what teachers already do well.

That concern is exactly why Curriculate was designed the way it is. Teachers do not need to spend hours building task sets. Most sessions can be created in minutes using AI-assisted generation, reusable templates, or prior sessions. Teachers set the goals and constraints; Curriculate handles structure, pacing, and task creation. Many teachers find that after running one session, preparation time is actually lower than with traditional lessons. (See the Features page for how planning, pacing, and task selection are handled automatically.)

Curriculate is designed to be low-friction for teacher adoption. Teachers do not need to redesign their curriculum or learn complex workflows. Sessions can be introduced gradually, reused, and adapted over time. From a leadership perspective, the platform emphasizes consistency, clarity, and reduced prep burden rather than added expectations, making it easier to support sustainable implementation across classrooms. (The Features page outlines how these structures are built into the system by design.)

This is a fair concern—and one Curriculate was designed around intentionally. In Curriculate, the device is primarily a facilitator, not the activity itself. Students are not individually glued to screens. Instead, devices coordinate tasks, timers, prompts, and submissions while the learning happens through movement, discussion, collaboration, creation, and physical interaction.

Depending on the task, students may be moving between stations, building or arranging physical models, discussing answers as a team, writing on paper, acting out scenarios, drawing, debating, or searching the room for evidence. The device is often checked briefly for instructions or submission, then set aside.

Most tasks are designed for intra-team collaboration. One device often serves an entire team, or devices are passed between students. Roles naturally emerge (reader, recorder, scanner, leader), which reduces isolation and increases face-to-face interaction.

Yes. You can specify a worldview lens (values, virtues, assumptions, guiding principles) and apply it to task prompts, reflection questions, and scoring rubrics. You remain in control of the criteria; the system helps apply them consistently.

No. The teacher defines the lens and the evaluation criteria. Any AI-assisted generation or scoring is constrained by teacher-defined prompts/rubrics and can be edited before students see it.

Yes. You can use it heavily, lightly, or not at all — per class, unit, or task — depending on your context and goals.

Traditional ed-tech often keeps students seated, isolated, and continuously interacting with a screen. Curriculate uses the device to orchestrate learning—directing movement, pacing collaboration, capturing evidence, and giving feedback—while the learning itself happens off-screen as much as possible.

Not necessarily. While devices are present, screen interaction is typically brief and purposeful. Many classes report higher physical activity, more peer discussion, and less passive screen time compared to traditional digital worksheets or quizzes.

Movement is structured and intentional. Stations, time limits, clear prompts, and teacher-controlled pacing keep energy productive rather than chaotic. Teachers retain full control over when tasks start, pause, or end.

Yes. Curriculate supports timers, clear expectations, teacher pacing controls, and optional limits on competition, sound effects, and celebrations. Movement can be calm and purposeful, not loud or disruptive.

Any modern browser: phones, tablets, Chromebooks, or laptops. No installs are required. Many classrooms successfully share devices within teams.

Because learning is team-based and often off-screen, a single device issue rarely stops the activity. Teams can continue discussing or creating while a device reconnects. Teachers can also pause or relaunch tasks instantly from the dashboard.

Teachers see live indicators of participation, submissions, and progress. Evidence such as photos, drawings, written responses, and recordings provides visible proof of learning—not just clicks or guesses.