A project-based approach to teaching the curriculum is a pedagogical approach where children study units of work set in a thematic context. Unlike more traditional approaches to learning, which focus on more passive transmission-based learning, a project-based approach can raise academic achievement, increase children’s motivation and help them develop educational and social skills crucial for the 21st century.
What is a project?
In a typical project-based approach, curriculum content is organised in a contextual or thematic topic. Each project sequences the key themes, concepts, skills and knowledge in digestible and engaging chunks, and learning is sequenced to build upon prior skills and knowledge. Where appropriate and meaningful, projects make links and connections between multiple subjects so that children can use and develop transferable skills to gain a better, more rounded understanding of key concepts. In this way of learning, children are active participants, engaging in learning activities that require them to make, inquire, research, problem-solve, reflect, and use and apply learned knowledge. We have many projects available to view on our project page section of the website.
Key elements of a project-based approach
While some educationalists may perceive that a project-based approach lacks the rigour and structure of a more traditional approach to learning, this is not so. Modern, more progressive project-based learning has many cognitive benefits for children, and much research has proven that this approach can have a long-lasting positive impact on children’s education. Some of the most apparent benefits of project-based learning include the following:
Real-world relevance: Projects are designed around real-world issues, problems, or themes that are relevant and meaningful. This helps children to see the connection between what they are learning and the world outside the classroom. Examples of real-world projects in the Cornerstones curriculum includes geography projects such as: Me and my community EYFS, Street View Y1, Let’s Explore the World Y2 and Interconnected World Y4.
Child-engaged learning: Project-based learning enables children to take an active role in their learning. This means they are not simply receivers of knowledge taught but active participants in seeking new knowledge and applying it to a range of different learning scenarios. For example, in the Cornerstones curriculum, children in Y6 are actively encouraged in the project Environmental artists to use knowledge of pollution, environmental and ocean damage, and recycled materials to create collaborative 3D sculptures that give a message about protecting the coastal environment.
Interdisciplinary links: Projects often incorporate multiple subject areas, allowing children to use and apply knowledge from different disciplines to have a more rounded understanding of key concepts and topics. For example, in the Cornerstones curriculum, in the Y3 project, Rocks, Relics and Rumbles, children learn geographical knowledge about the features and characteristics of Earth’s layers, including a detailed exploration of volcanic, tectonic and seismic activity and historical knowledge about the effects of Mount Vesuvius on Pompeii.
Collaborative learning: There are many opportunities in a project-based approach to the curriculum for children to work in different ways. This includes individually, in pairs, in small groups and as a whole class. These different ways of working enable children to develop independent skills, such as resilience and important skills that help them develop their cultural capital, such as teamwork, communication and the sharing of ideas.
Creativity and innovation: Projects often require children to think creatively and engage in innovative thinking and making. In the Cornerstones curriculum, there are hundreds of opportunities for children to work creatively and innovatively in a range of subjects across the curriculum. From Science investigations to Innovative journals and practical art and design and design & technology projects, children are encouraged to come up with original ideas, solutions and designs.
Reflection and assessment: In a project-based approach, children are regularly given opportunities to reflect on their learning and outcomes. Assessment approaches include self-assessment, peer assessment, and teacher assessment, opportunities for discussion, shared reflection, low-stakes quizzes and more formal end of project tests.
Research and evidence
A project-based approach to the curriculum is highly effective for primary children because it aligns with how young learners naturally explore and understand the world around them.
The Reggio Emilia Approach to learning is one of the most well-known project-based approaches to learning, however, this is exclusively for children in the early years and does not extend beyond the pre-school age range.
Yet, project-based learning (PBL) has been widely studied beyond the early years and there is significant research and evidence supporting its effectiveness across various educational contexts. Below are just some findings from research studies that highlight the benefits of a project-based approach that you might find useful when considering if this is the right approach for your curriculum.
Authentic Pedagogy and Student Performance: Newmann, Marks, & Gamoran (1996)
This research indicates that PBL promotes long-term retention of knowledge and the ability to transfer skills to new situations. Students were found to remember what they learned more effectively and apply it in various contexts beyond the classroom.
A Review of Research on Inquiry-Based and Cooperative Learning: Barron & Darling-Hammond (2008)
This research found that learners engaged in PBL demonstrated better retention of content, higher achievement in assessments, and greater ability to apply what they learned in real-world contexts compared to those in traditional learning environments.
Setting, Social Class and Survival of the Quickest: Boaler (1997)
This research, conducted in the UK showed that students in PBL classrooms performed better in mathematics compared to their peers in traditional classrooms. The PBL students were more able to solve complex, real-world problems.
Problem-Based Learning in K-8 Classrooms, A Teacher’s Guide to Implementation: Lambros (2002)
Lambros suggests that PBL significantly enhances students’ critical thinking and problem-solving skills. Students in PBL environments were found to be better at analysing information, reasoning logically, and making evidence-based decisions.
The Development of Metacognitive Competences: Schneider et al. (2002)
This study on the cognitive benefits of PBL showed that students could transfer skills learned in one context to solve problems in different, unfamiliar contexts, demonstrating a deep understanding of the subject matter.
An Innovative Learning Cycle in Problem-Based Learning: Vega & Brown (2013)
This study showed PBL has been shown to be particularly effective for diverse student populations, including English language learners and students from low-income backgrounds. These students often show greater academic gains in PBL environments compared to traditional settings.
Conclusion
There is much research to suggest that PBL is an effective approach for improving academic outcomes, developing essential skills like critical thinking and collaboration, and increasing children’s engagement and motivation in their learning. These benefits make PBL a powerful strategy, particularly in preparing children for the demands of the 21st-century workforce and society.
At Cornerstones, we believe that our range of engaging projects make children’s learning more dynamic and engaging, and is a key factor in helping them develop their academic knowledge and critical life skills.
Research proves that when implemented well, project-based learning (PBL) can increase retention of knowledge and improve children’s attitudes toward learning, among other benefits. If you would like to know more about what Cornerstones has to offer, visit our Project pages.
