This paper represents interdisciplinary research focusing on public space and public art as a cross curriculum alternative learning environment for school children. Drawing on the construct of public pedagogy, it acknowledges, clarifies and expands on public art as educational resource. Specifically, this paper explores the rich, diverse and multi-faceted learning opportunities that public art provides. We explore a number of public artworks and their roles and potential roles as an alternative learning environment. Historical statues play a direct and occasionally controversial role as public art that educates; however, we explore public art works that inspire imaginations and spark conversations and critical thinking, in a way enhances classroom learning.  We explore the opportunities to teach across the curriculum for example with Petrus Spronk’s, Architectural Fragment in Melbourne (1992), as an example of employing public art to teach geometry and volumetric calculation. We focus on artworks that engage with the place in which they are situated, such as Fiona Foley’s, Bullants and Bibles (2008) in Redfern, that captures invisible truths and narratives of Indigenous history and culture, connection with the land and intimate knowledge of the flora. Moreover, the public sculptures in this work are interactive, including waterplay, skating and climbing, which stimulate imaginative, sensorial and physical play. The pieces explored in this paper illustrate the value of public art in evoking curiosity and joy in children, thereby strengthening their learning outcomes.