The benefits of Project-Based Learning in the classroom 

It’s a given that children learn best when they are actively involved in the learning process, rather than passively receiving wisdom by just listening to their teachers. Indeed, this idea is central to the Cambridge Curriculum’s approach to teaching, where learners are encouraged to confidently engage and make meaning from the experiences they are presented with. This gives what is learnt a hook, or a “stickability”, that ensures it can be built upon as the child’s learning journey continues. It is also much more fun. One way that teachers can plan opportunities for this is through the inclusion of project-based learning. 

What is project-based learning (PBL)? 

PBL refers to an educational approach where children learn by exploring real-world and meaningful areas of inquiry. Over a period of time, they investigate and respond to questions or problems, producing a final product such as a model or diagram, a presentation, an essay or some kind of performance. They can be individual or collaborative, closely guided by the teacher or an adventure of personal interest. Crucially, the process (how the children reach their final product) is as important as the outcome and the way learners present their findings can offer a fascinating insight into their thinking.  

PBL can open up worlds of discovery, as children learn how to find out the information they need, how to critically evaluate it and how to use it to support their ideas. They can take ownership of the process, considering the steps they will need to take to reach their intended outcome, reflecting on and revising their plan as they go. A range of soft skills can be developed, such as how to effectively work alongside others, prioritisation, time management, communication and perseverance, all of which are vital for the future. 

Knowledge vs skills 

The educational pendulum has swung between knowledge and skills many times. Putting together a project, whether making a working, exploding model of a volcano or producing a short film showcasing the effect of growing a plant without light, takes skill, but it would be impossible without a broad, knowledge-rich foundation upon which to first draw. The Cambridge Curriculum, with its comprehensive set of subjects, offers that starting point for the effective spring-boarding into all other areas. For example, in order to answer a question like “How do we defend our town from coastal erosion?”, children first have to understand why the town is located there in the first place, what leads to coastal erosion, what can exacerbate it and minimise its effects, as well as a myriad of social, economic and moral implications. A project like this could be extremely fruitful, but it relies on quality, subject-specific knowledge first to point learners in the right directions. 

PBL in action 

There are many interesting examples of PBL within the junior age groups at The Perse School Cambridge, which recognises the importance of strong subject knowledge as the starting point for wider cross-curricular, project-based thinking. For example, in KS1 (age 5 to 7), the children first learn about the origins and science behind chocolate. They discover where cacao beans come from before launching a project to design their own chocolates and learn about advertising and persuasive writing. They explore 3D shapes and nets and this leads into packaging design. To round off the topic, the children work collaboratively to create iMovie advertisements for their chocolate creations.  

In KS2 (age 7 to 11), in Maths, children are challenged to imagine they are running Wembley Stadium, an internationally recognised sporting venue. They have to research, budget and plan everything from the price of tickets to which foods should be sold at half time. In English, children work together to plan, film and edit a movie trailer inspired by one of their set texts (I Am David by Anne Holm). There are opportunities for model making in History (when learning about castles), chances to produce their own weather forecasts using accurate data in Geography and questions about space to answer via in-depth research in Science, just to name a few. Alongside these teacher-directed projects, children also pick their own topic in the Independent Study Homework Project, where they work for a term on an area of their own interest, producing the end product (and of course evaluating the experience) they think most effectively demonstrates their learning.  

The Cambridge Curriculum’s Global Perspectives course, which will be taught at The Perse School (Singapore) is another fantastic way of pulling together the strands of learning initially explored in other subject areas. It is project-based, exploring a set of challenges which impact the world. Children must think from personal, local and global viewpoints, to get to grips with a range of contemporary issues such as sustainability, conflict and cultural identity as they prepare to become global citizens. This is even more meaningful when there is a secure subject-based knowledge foundation to the project. 

PBL as part of an effective curriculum 

PBL works best when children have the right amount of knowledge from which to start their learning journey. It actively engages children, motivates them and helps them connect academic learning with real life. They develop the core skills of critical thinking, creativity and problem solving that will continue to serve them well as their education continues. 

For Further reading on PBL, check out these links:

What is Project Based Learning? | PBLWorks 

What is Project Based Learning? (definedlearning.com) 

10 Project-Based Learning (PBL) Examples (smartlablearning.com) 

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