Humberstone Infant Academy

PBL

Project Based Learning Curriculum Statement

Curriculum Intent

Project Based Learning is at the heart of the school curriculum. It is rigorously planned through
carefully sequenced concept maps to equip children to be skillful and more knowledgeable across a
breadth of subjects. Projects are based around solving a semi structured problem which encompases
a subject specific focus and wider learning skills. Each project is underpinned by subject such as
History, Science or Geography that gives the children the chance to develop their subject knowledge.
Project outcomes are unique and child centered in order to ignite a genuine passion for learning. The
fundamental aspects of PBL such as active exploration, applied learning and adult connections allow
children to engage in real investigation through a variety of methods, media and sources. As a result,
children of all abilities become more independent and confident in their learning. The 21st century
skills; creativity, critical thinking, communication, collaboration are built into each project so that
children have time to deepen their understanding and also apply their knowledge in a range of ways.
Pupils will leave school confident to share their knowledge, produce high quality outcomes and have
an ethic of excellence.

Implementation

The National Curriculum is carefully considered to provide a broad and balanced selection of projects
which include; History, Geography, Science, Art, Design and Technology and Media, Communication
Technology. Subject knowledge is taught progressively and opportunities are given for all children to
build on their prior knowledge in order to develop and reinforce connections. Through project tuning,
projects are developed and critiqued by peers and teams are supported and challenged to ensure the
academic rigour of projects and clear assessment within subjects. Importantly, rubrics are structured
using subject specific objectives from the national curriculum alongside wider skills such as oracy
which are also strategically planned and assessed.

Within PBL, there are clear concept maps for each subject that set out the scheme of work for each
year group. Progress is evident through the tracking of subjects for each year group and building on
the prior learning of knowledge and skills. Throughout school life, children engage with progressively
challenging subject knowledge and have various opportunities to work with adult experts. This is
evident through the high quality outcomes that children produce and the authentic exhibitions that
the children participate in. Adult connections are important in developing the children’s technical skills
in different areas. For example; Year five worked with history expert (Philiipa Langley) who led the
excavation and found the remains of Richard III . Year 6 worked with local businesses (Ratcliffe and
Fowler) to develop their design and technology skills to develop and create a prototype for a ‘Steady
Hand Game’ where children pitched their product to marketing experts at ‘John Lewis’.
Year 2 developed their scientific and P.E knowledge working alongside Leicestershire County Cricket Club. In
all projects there is a high focus on teaching children to become effective and confident
communicators. Through careful planning, talk types are planned into projects to allow children the
opportunity to communicate effectively for both audience and purpose.

Project Based Learning Organisation:

 Autumn 1STEAMAutumn 2Spring 1Spring 2Summer 1Spring 2

Yea r 1

Understanding places: Geography

STEAM

Understanding people and the past: History
Understanding the world and how it works: Science
Understanding people and the past: History
Understanding the world and how it works: Science
Understand ing places: Geography

Yea r 2

Understanding the world and how it works: Science

STEAM

Understanding people and the past: History
Understanding the world: GeographyUnderstanding the world and how it works: Science
Understanding people and the past: History
Understand ing the world: Geography

Yea r 3
Understanding the world and how it works: Science
STEAM
Understanding people and the past: History
Understanding the world and how it works: Science

Understanding the world: Geography

Yea r 4
Understanding people and the past: History
STEAM
Understanding the world and how it works: Science
Understanding the world: Geography

Understanding the world and how it works:History

Yea r 5
Understanding people and the past: History
STEAM

Understanding the world: Geography

Understanding the world and how it works: Science

Understanding people and the past: History

Yea r 6
Understanding the world and how it works: Science
STEAM
Understanding people and the past: History
Understanding the world: Geography

Understanding the world and how it works: Science

Impact


The impact of PBL is measured in a range of ways including learning walks, book scrutinies and pupil
interviews and the analysis of project outcomes which demonstrate children’s subject knowledge. As
a result, children of all abilities become independent and confident when speaking and explaining
their understanding and learning. This is monitored through tracking of the Oracy skills which shows
that by the time children leave KS2, they have engaged with a range of different purposes, audiences
and subject matter. The rate at which children are acquiring knowledge and skills across a range of
subjects is successfully tracked through data collection using the project rubrics and careful
assessment of the 21st century skills. All children are challenged to become critical thinkers and
project outcomes inspire children to be active future citizens. Pupil outcomes that demonstrate the
ethic of excellence forms an integral part of PBL and models of excellence are displayed around the
school and within the wider community to inspire and excite.