In order to develop a curriculum aimed at fostering competencies, we will examine the possibility　of concept-based inquiry by comparing the overseas learning cycle model of concept-based inquiry　with the study of clothing in junior high school technology and home economics (home economics),　and by analyzing students’ tasks and descriptions. As a result, we found that the learning cycle　model we used as a reference model has a different inquiry learning process from the traditional　problem-solving learning cycle model, which has six stages: Engage, Focus, nvestigate, Organize,　Generalize, and Transfer, and each stage is always followed by a Reflective Reflection process.　Each stage was constantly reconstructed by the Reflect process. It was also found that concept-based inquiry has the same direction as that of independent, interactive, and deep learning as　described in the current Japanese Courses of Study, but the teachers hemselves need to understand　how to grasp the concepts and how to proceed with the lessons.