Project Based Learning (PBL) Curriculum
Subject Leader: Catharine Young Email: catharine.young@northstar-academy.co.uk
We know that the children learn best through hands‑on, pupil‑centred experiences.
Our PBL curriculum supports this by giving pupils genuine ownership of their learning. Through curiosity, exploration and active involvement, pupils engage in projects that feel purposeful and relevant to their lives.
Alongside subject knowledge, covering the history, geography, art, and computing, we place a strong emphasis on developing essential life skills such as communication, teamwork, resilience, emotional regulation, problem‑solving and critical thinking. These skills help pupils make academic progress while also supporting their social and emotional development, enabling them to build confidence and form positive relationships within school and beyond.
Project-Based Learning at North Star 180
Project-Based Learning is a key feature of the North Star 180 primary curriculum. It enables pupils to learn through meaningful, real-world experiences that bring knowledge and skills together across subjects. Rather than learning in isolation, pupils explore rich themes, investigate big questions, solve problems, create outcomes and share their learning with authentic audiences. This approach increases engagement, strengthens understanding and helps pupils make connections between what they learn in school and the world around them.
At North Star 180, projects are carefully designed around the six whole-school themes: Me & My World, Adventures & Journeys, Forces & Power, Our Planet, We Can Make It, and Our City, Our Stories. Each theme begins with memorable experiences and enquiry-based learning opportunities that capture pupils’ interest and encourage curiosity. Learning is enriched through local visits, outdoor learning, community engagement, practical investigations, creative projects and celebrations of learning.
Our approach places a strong emphasis on belonging and identity, connection to place, experiential learning, and ambition and progression. Wherever possible, projects are rooted in the local community of Bath and the surrounding area, helping pupils develop an understanding of their place within the wider world. Through hands-on experiences, pupils are encouraged to ask questions, explore different perspectives, collaborate with others and apply their learning in meaningful contexts.
Importantly, project-based learning includes the required subject-specific teaching. Subject knowledge, skills and vocabulary remain carefully sequenced and progressively mapped across the curriculum. Teachers ensure that National Curriculum requirements are met whilst adapting learning to meet the individual needs of pupils. Explicit teaching, vocabulary development, scaffolding and adaptive approaches ensure all learners can access, participate in and succeed within projects
Intent
At North Star 180, our primary curriculum is designed to provide a broad, balanced and ambitious education that enables every pupil to develop a strong sense of identity, belonging and aspiration. Learning is structured around six carefully chosen themes that connect subjects, provide meaningful contexts for learning and help pupils understand themselves, their community and the wider world:
Me & My World
Adventures & Journeys
Forces & Power
Our Planet
We Can Make It
Our City, Our Stories
These themes are underpinned by the curriculum principles of belonging and identity, connection to place, experiential learning, and ambition and progression. Through a curriculum rooted in real-life experiences, local context and rich opportunities for exploration, pupils acquire the knowledge, skills and vocabulary needed for future success. Learning is carefully sequenced to build understanding over time while developing confidence, resilience, independence and positive relationships. The curriculum reflects our commitment to inclusion and prepares pupils for lifelong learning, active citizenship and successful transition into secondary education.
Implementation
Project-based learning is delivered through carefully sequenced themes that bring together Geography, History, Computing, Art and Design Technology around a shared enquiry question. Pupils investigate historical events, geographical features and local communities, use technology to research and create, and apply artistic and design skills to develop products, models and presentations. Learning is enriched through visits, outdoor experiences, practical investigations and community engagement, allowing pupils to learn through exploration, collaboration and hands-on experiences. Teachers support pupils to make connections across subjects while building subject-specific knowledge and skills progressively over time.
Impact
Pupils become curious, independent learners who can apply knowledge and skills from multiple disciplines to answer questions, solve problems and create meaningful outcomes. They develop a deeper understanding of their local area, historical change, technology, design and creativity through experiences that are memorable and relevant. As a result, pupils demonstrate increased confidence, resilience, collaboration and critical thinking.
Project Based Learning supports SMSC and British Values
Spiritual | Project Based Learning encourages pupils to reflect on their identity, place in the world and personal experiences through themes such as Me & My World and Our City, Our Stories. Pupils explore questions of belonging, purpose, community and responsibility while developing curiosity and a sense of wonder about the people, places and environments around them. Experiential learning, visits and real-world projects provide opportunities for reflection and personal growth. |
Moral | Pupils explore issues such as sustainability, environmental responsibility, fairness, resilience, innovation and the impact of human actions. Through studies of historical events, local heritage, significant civilisations and themes such as Our Planet, pupils consider consequences, ethical decision-making and their responsibilities as active citizens |
Social | Collaboration is central to Project Based Learning. Pupils work together to investigate big questions, solve problems, present findings and complete practical projects. Through discussion, enquiry, fieldwork, design challenges and community-focused learning, pupils develop teamwork, communication, leadership and relationship-building skills. |
Cultural | Project Based Learning develops cultural understanding through the study of local, national and global communities, including Ancient Egypt, Ancient Greece, Roman Britain, Anglo-Saxons, Vikings, the Maya and contemporary societies. Pupils explore diverse perspectives, traditions, achievements and ways of life while developing appreciation of their own heritage and that of others. |
British Values
Democracy | Pupils contribute ideas, discuss viewpoints, plan projects collaboratively and make group decisions. Investigations, presentations and enquiry-based learning encourage children to listen to others, justify opinions and participate actively in shared decision-making. The curriculum also explores the origins and development of democracy through historical studies such as Ancient Greece. |
Rule of Law | Through the study of historical societies, communities and modern life, pupils learn how rules, laws and systems help societies function effectively. Expectations during fieldwork, practical activities, computing lessons and collaborative projects reinforce the importance of responsibility, safety and accountability. |
Individual Liberty | PBL encourages pupils to voice opinions, ask questions, pursue enquiries and develop creative solutions to problems. Through innovation, design, research and presentation opportunities, pupils develop independence, confidence and the ability to make informed choices while respecting the rights of others. |
Mutual Respect | Pupils learn to value the contributions, experiences and perspectives of others when working collaboratively. Themes focused on identity, belonging, community and culture promote understanding, empathy and positive relationships. Respectful discussion and teamwork are embedded throughout project work. |
Tolerance of Different Faiths and Beliefs | Through the exploration of different civilisations, communities, cultures and perspectives across time and place, pupils develop an appreciation of diversity. Learning about local, national and global societies helps pupils understand and respect differences in beliefs, traditions and ways of life, preparing them for life in modern Britain. |
