Pinkwell’s Project Based Learning Toolkit

Adventurers and Explorers Independent and Interdependent Learners

Creative and Critical Thinkers Effective Communicators

Curriculum Intent

At Pinkwell we provide an education that inspires our pupils, motivates our pupils and

empowers them to succeed.

We consider the curriculum to be everything that our pupils experience during their school

day and every experience that we facilitate outside of school. Each experience builds our

pupils as successful, adaptable and resilient citizens of tomorrow.

At Pinkwell we want our pupils to be:

● Adventurers and explorers: A pupil who is curious, asks questions, experiments

confidently with new experiences and ideas and seeks both to look after and understand

themselves, their community and their world.

● Independent and interdependent learners: A pupil who can learn alone and in

collaboration; planning their learning, persevering with new challenges and supporting

others.

● Creative and critical thinkers: A pupil who has an ‘I can’ attitude, who thinks about their

learning in multiple ways and who enquires, creates, invents and adapts concepts and ideas.

● Effective communicators: A pupil who can communicate effectively - explaining,

reasoning, justifying, clarifying and summarising - with diverse audiences in both oral and

written formats; who actively listens and who seeks and gives feedback constructive

feedback.

Britain is part of a global community, our school community itself is representative of this. It

is success and wellbeing within this global community that we prepare our pupils for. Hence,

we deliver a curriculum that provides an in-depth knowledge and understanding of British

values and of our 21st century global world, builds our pupils’ cultural capital, develops

transferable skills and builds essential attributes.

Adults of the 21st century must be active learners who are able to ask questions and

enquire, solve problems, meet challenges, sustain learning and effort, think creatively and

critique their thinking, communicate effectively, work both independently and collaboratively,

make decisions, apply prior and new knowledge and skills and present work that is of the

highest quality - beautiful work that is a statement of passion, pride and success. Through

our enquiry based, globally immersive, curriculum (comprised of English, maths, cross-

curricular project-based learning with rich experiences and technological learning innovation,

RE and PE) our pupils develop, practise and hone the skills of 21st century adults. Pinkwell

pupils are healthy, successful global citizens of tomorrow.

The Pinkwell PBL Toolkit

The aim of this toolkit is to give you an introduction to and overview of our new curricula

approach. It is designed to provide you with a practical ‘how to’ guide to help inform your

thinking of how you can create and develop learning experiences that will enable every pupil

to meet the expectations in our statement of Curriculum Intent (See Above). However, it is just

a guide not a manual and is a document that is very much organic, evolving and developing

as we learn, grow and flourish in the Pinkwell PBL adventure.

It is worth acknowledging that some would see our new approach as a shift towards project-

based learning (PBL). Whilst this provides a degree of clarity and sense of direction, we fully

recognise that PBL means different things to different people, schools and organisations.

Consequently, it will be very much Pinkwell’s take on Project Based Learning, utilising and

adapting aspects of PBL practice to suit our unique context, our unique pupils and their unique

needs.

From the outset it needs to be stated that we will be placing greater pedagogical emphasis on

projects within immersive environments and that each of these projects will be intrinsically

linked to the Curriculum Drivers (Appendix A) and the Curriculum Long Term Map (Appendix

B). Pupils in all year groups from Nursery through to Year 6 will work on a project within an

overarching theme over an extended period of time – usually a half term – that engages them

in offering solutions to a real-world problem or answering a complex problem.

This project will follow the Pinkwell PBL cycle (Appendix C). The children will be active

participants in this cycle, knowing both the cycle PBL takes at the school, why it follows this

cycle, what this looks like in real terms and also how pupil voce and choice is being enabled

within this. Our pupils are taught to be active agents in their learning, taking on a level of

independence and choice suited to their age, their needs and the project in hand. Whilst each

project follows a Pinkwell agreed set of steps, each project is also unique to that set of pupils

and that year. Progression and consistency in learning is ensure through the use of Pinkwell

specified year group objectives as set out in either Development Matters (EYFS) or the

Pinkwell Primary School Knowledge and Skills Progression Map and the Reading and Writing

‘I can’ statements. (Phase 1 and Phase 2)

What Pinkwell’s Project Based Learning is not: There are often misconceptions and false accusations about projects, which often result in

challenges being made regarding its rigour and the resulting progress that children make.

Some of the main misconceptions are listed and answered in the table below:

Common Misconception Pinkwell’s Response

Learning is unstructured. This is levelled because subjects have historically been deemed as providing structure. Learning is not unstructured because it is undertaken in a ‘cross-curricular’ way. The long term curriculum map, the Pinkwell PBL cycle and the Pinkwell Knowledge and Skills Progression

map or similar, ensure sufficient structure and that progressively more challenging objectives are taught to children.

There is no input from the teacher. In this context input is only viewed as transmitting knowledge, skills and understanding. This remains an important facet when delivering projects, but so do many other actions by the teacher. The teacher’s role within Pinkwell PBL ranges from a traditional format of delivery through to facilitating and scaffolding learners in independent enquiry. At Pinkwell we judge all such interactions to be input from the teacher.

Pupils are left to their own devices. It is true that there is greater pupil agency, but this is significantly different from them being allowed free rein to do whatever they want and whenever they want. Within each project there are specific objectives to be achieved, clear rubrics to be met and continuous careful teacher input and assessment for learning.

Pupils just do what they want around a general topic or theme.

Whilst it is true that not all pupils may be doing the same thing all the time, they will be working towards a known outcome that will be required to be of exhibition standard, validated by a real audience and meet specific curriculum objectives.

There will no checks and balances through the project.

Rubrics/criteria are in place to support pupil progress. Continuous critiquing and redrafting protocols are also common features of this type of pedagogy and are an integral part of the Pinkwell PBL cycle.

Pupils will be assessed as a group and as such individuals can get away with doing very little.

It is true that projects lend themselves to more cooperative and collaborative enquiry, but pupils are assessed both as individuals and within a group. This is no different from other types of pedagogy.

Standards are not important Assessment of projects is often a contentious issue. Projects are focused on pupil learning goals, which include those that are national standards based and related to Development Matters, The Pinkwell Knowledge and Skills Progression Map and the TEFAT endorsed Reading, Writing ‘I can’ statements.

What Pinkwell’s Project Based Learning Is: In the following section we are utilising the experience on our Pinkwell Inset Day on 2nd

September 2019 to give an overview of our approach. The context of our own experience has

been used to support and deepen our understanding; we recognise at Pinkwell that learning

context is key to deep understanding and connections being made by all learners whatever

their age.

Immersive Environment

The use of the term has become more prevalent and associated with the recent emergence

of virtual reality (VR). In this regard, the school has made the decision to invest in some of the

headsets to facilitate pupils’ immersion in a wide range of scenarios. With appropriate use,

this will be a significant aid to learning, providing pupils access to experiences that will develop

cultural capital.

Whilst the headsets will prove to be immensely beneficial, they deliver immersion solely from

the individual’s point of view. Consequently, consideration is being given - subject to us

successfully accessing additional funds - to the development of an immersive room, thereby

allowing many pupils to experience the same simulation at the same time and develop real-

time dialogue.

Despite the importance of VR, many immersive environments can be created in the traditional

way. The Inset on 2nd September was an overview of a project centred on George Orwell’s

novel 1984: the hall had been decorated with black material, a telescreen had been erected

on the stage, benches had been set up in rows, you were dressed in black (we could have

gone with the blue overalls!) etc. It is critically important that learning spaces are fully

immersive, where possible down to the smallest detail. For example, if the project is about the

rainforest then the number line should be rainforest animals, not just your standard numerical

version.

Generating Project Ideas

The starting point for Pinkwell’s Project Based Learning is to generate a project idea based on

the key concepts of the school’s overarching half termly theme and the year group’s mini

theme that sits within this. Generating project ideas is best undertaken as a year group team,

thereby ensuring a wealth of initial ideas and buy-in from all team members.

Projects must be appropriate to and engaging for the specific year group being worked with.

When developing the 2nd September inset, we therefore made the decision to make the

content appropriate for adults. The starting point was a Google search on Hayes. Amongst

many other things, George Orwell came up as a former resident and teacher at Hawthorns

High School, now the Fountain House Hotel. Unfortunately, he described Hayes as “One of

the most God-forsaken places I have ever struck”. We spoke with two members of staff about

the local area – this could and should have been pupils as well. Whilst they didn’t agree with

Orwell’s view, they both felt that there was little in the area to attract visitors. We also took a

trip into Hayes town to see for ourselves. Consequently, the possibility of a project being

formulated about how we could make Hayes more enticing to visitors was borne.

Whilst the inspiration for our project was the local community, it could equally be current

events/news. Our inset project was about addressing a real-world problem. This is one of a

number of common project types.

Common project types are:

Addressing a real-world problem e.g. how do we get more people to donate blood?

Meeting a design challenge e.g. create a physical or digital product or artefact, a piece

of writing, multi-media or work of art; develop a plan and produce an event; provide a

service etc.

Exploring an abstract question e.g. To what extent is violent protest justified?

Conducting an investigation e.g. into the amount and effect of car emissions on

Pinkwell Lane during drop off and pick up times.

Taking a position on an historical or present-day issue e.g. Immigration into the USA.

When developing a potential project, you need to determine whether:

It is rigorous in responding to Pinkwell’s Curriculum Intent and Curriculum Drivers.

It adheres to the overarching themes on the Pinkwell Curriculum Map and can contain

the curriculum objectives that are required to be covered as set out in Development

Matters for EYFS and the Pinkwell Knowledge and Skills Progression Map Years 1-6

and the afore mentioned ‘I can’ statements.

It has the potential to maintain sustained enquiry over a period of a half term.

It is a ‘main course project’ not a ‘dessert project’ (see Appendix D: PBL Works THE

MAIN COURSE, NOT DESSERT: How Are Pupils Reaching 21st Century Goals? With

21st Century Project Based Learning)

The Driving Question

The driving question is the overarching question which pupils will address and answer by

taking part in the project. Developing a suitable driving question takes time and significant

thought. The driving question for our inset was ‘How can we make Hayes a place that will

encourage a greater number of visitors?’

An effective driving question should meet the following broad criteria:

It is engaging for pupils; it ignites their imagination.

It is open-ended; it has several possible answers; it is not ‘google-able’.

It is aligned with learning goals and standards; pupils will learn important content and

skills alongside the creation of products that answer the question.

The Launch/Hook

The purpose of the entry event (the hook) is to enthuse the pupils whilst introducing them to

the project. In most cases the launch takes place before the driving question is given. The

launch at the inset was a simulation based on the novel1984. The film clip portrayed the state

of Oceania as all seeing, all knowing and all powerful. In addition to this, Big Brother gave

instructions for the day from the telescreen and you were told that members of the Thought

Police were amongst you. The female party member led you in regimented exercises and you

were given a plain biscuit and water as well as a biased party newspaper. All these links, and

others, were designed to make it as real as possible and make you feel that you were part of

the novel. The immersive experience also introduced you to the ‘perceived’ view of Hayes that

your project was to challenge.

In addition to simulation (this could be using VR), other possible launch events might include:

a field trip, a guest speaker, a film/video/website/news clip, startling statistics, puzzling

problem, piece of real correspondence (mock if you can’t get it), song/poem/art/drama/dance,

a discussion/debate or a reading.

For the academic year 2019-2020 there will be a common launch on the same day for all year

groups, except for Nursery and Reception pupils for the first theme – Me and My World

(Identity and Diversity). Lara Ginn will organise the whole school launch events. The purpose

of these shared launches is to introduce the overarching theme and concepts to the pupils

and build a cohesive understanding of these across the school. They are also a way of us

exploring as a school the varied forms a launch event might take. The table below shows a

brief summary of the current thinking around the whole school launches, those these may be

subject to change as the year progresses.

Potential Whole School Launch Events 2019-2020

Theme Launch

Me and My World (Identity and Diversity)

How am I unique? All pupils and staff to be asked to bring in a photograph of themselves by Friday 6th September. On the reverse of the photo the child’s/staff’s full name and class should be written. Photographs to be numbered and displayed in a common area of the school creating a photo gallery of the Pinkwell Community. LG to run a launch assembly to introduce the concepts of identity and diversity. LG to introduce the question: How am I unique? Classes to undertake activities related to identity and diversity (see separate information). A whole school art project, with the artist Sarit Barnard, using our school logo and each child’s unique finger print. Artist-in-residence will support with this project.

What a Wonderful World (Our Planet)

This whole school launch could be related to Louis Armstrong’s song. It forms part of the soundtrack to Finding Dory, Madagascar 1 and countless other films and TV programmes. (More ideas on this to follow in the autumn term.) During the day all pupils have their first experience of the VR headsets. This will enable them to be adventurers and explorers and ‘travel’ the breadths and depths of our world.

Building Today’s World (Turning Points in Human History)

All pupils will come to school dressed as an historical character from their year group’s period of history. Question for the day: Who would you invite to dinner? Get a few members of staff to dress as significant historical characters – one from each of the periods of history. Characters to converse in front of an assembly. Create chronological snake through school with each year group walking past all the others. Watch Horrible Histories – We’re history (Final Song). Invite in Alan Barrett, a musician/songwriter to work with pupils to create their own version by the end of the day with parents invited. This could also be videoed.

Connecting our World (Interdependence and Globalisation)

All children/staff to bring their favourite biscuit to school. Calculate favourite class/year/staff/school biscuit. Talk on globalization by representative of United Biscuits – now part of Pladis global. Watch P P P Pick up a Penguin advert? Where do ingredients for a penguin biscuit/jaffa cake/hob-nob come from? Investigate which biscuit is best for

dunking: rich tea/digestives/hobnobs. Science experiment? Each class to design and make a dunking biscuit? Where would they source the raw ingredients from? Market biscuit to Pladis Academy.

Citizens of the World (Global Citizenship: Human Rights and Social Justice)

Linked to the UN’s Children’s Rights. Focus on the right to an education. Set the day up so that all pupils experience a typical day in a Ugandan or Zimbabwean school e.g. Old Kampala Primary School in Uganda or through contact in Zimbabwe. Pupils walk to school – link to walk to school week. All pupils carry/collect water from a location in the school grounds. Differentiated range of activities for boy and girl? Classes brought together for teaching. Pupils sat in rows. Didactic teaching methods. Ugandan/Zimbabwean food at lunchtime etc. We could also potentially carry out a Google Hangout with Old Kampala in Uganda or school in Zimbabwe.

Guardians of the Globe (sustainability and the environment)

Create a Pinkwell Park Day in the park opposite the school with pupils assuming the role of sustainability superheroes. The day could start with a video on the impact of littering on the environment. It could then switch to the park for the day with each year group undertaking a specific activity to improve the park. Whilst activities are being undertaken, the pupils could work with a team from Challenge 59 (a dance company that works in primary schools and is part of Hundred, who are an organisation of innovative world educators) in order that we can create a 59 second school dance around sustainability and environment. The dance would then be performed to parents at pick up time. LG to make contact with Challenge 59 and Hillingdon Green Spaces.

Following the common launch day, all years are required to have a specific launch of their

own. This should link specifically to the year group mini theme. Launch days are not required

to be full days, but can be, and must adhere to the guidance earlier in this document. They

are an essential, they are the hooking stage.

The End Product

One of the key elements of each project is that what the pupils’ product is made public to a

valid audience. This gives the project real purpose and authenticity This can take many forms,

but a key aspect is that pupils make their project open to public scrutiny by explaining,

displaying or presenting it to people beyond the classroom – always parents, but also the local

community and members of the TEFAT community. On occasions, we will also utilise experts

in the relevant field.

For the inset day we wanted you to display your product in an authentic setting. Consequently,

we chose the fifth floor of the regenerated Old Vinyl Factory on the former EMI site. This

destination was kept secret and accessed via short directional instructions (page 121) as per

Julia’s instructions to Winston when they arranged their first meeting following a train journey

from Paddington, whilst fearful of being caught by the Thought Police.

Assessment

There are some key principles about the assessment of projects:

1. Self-assessment, peer assessment, teacher assessment and parent/outside

expert/audience all have a role to play.

2. Pupils are clear from the outset how they will be assessed and what the criteria will be and

the timeline for this.

3. Assessment should be undertaken throughout the project to ensure the accomplishment

of exhibition standard work, as well as at the end of the project.

4. The use of structures like a gallery walk are useful in supporting the critiquing and

redrafting process, as are elements like ‘be kind, be helpful and be specific’ when feedback

is provided.

5. Getting pupils to keep a learning journal/portfolio as they work through a project is a good

way to assess learning. For Pinkwell in the Year 2019-2020 this will be each pupils’ PBL

book. In addition to this, each class will have a class PBL Celebration/Scrapbook to track

the PBL journey undertaken by pupils for each project across the year.

6. Presenting their learning via a Pupil Led Conference is also a good way of demonstrating

learning.

7. EYFS will also assess against the statements in Development Matters. Years 1-6 will

assess pupils against the objectives laid out in the Pinkwell Knowledge and Skills

Progression Map and the ‘I can’ statements for the relevant year group.

Other Significant Points of Note

At Pinkwell the use of De Bono’s ‘Six Thinking Hats’ is an integral part of how we develop the

children’s creative and critical thinking skills and their ability to develop into highly effective

communicators who are confident to express and justify their thoughts and opinions to others

and work both independently and interdependently. Thinking Hats should be used as part and

parcel of developing thinking, learning, communication and collaboration within all PBL

projects.

In addition to this, and because as a school we are committed to developing children who can

and will question themselves and others; think critically developing and testing arguments or

lines of enquiry; make sense of the world through exploring and building a web of connections

and part-take in dialogue to develop their thinking skills, we also undertake Philosophy for

Children sessions as an integrated weekly aspect of Pinkwell’s PBL. Whilst neither of these

elements are detailed within the Pinkwell PBL cycle, it is anticipated that they will form a part

of each step or segment within this journey from hook to public product.

Furthermore, it is expected that the English curriculum (both Talk4Writing and the Reading

curriculum) are taught within the context of PBL. This both enhances the PBL project itself and

gives real purpose, meaning and connections on which the children can develop their English

knowledge and skills.

Two PBL Exemplars – in brief

Year 2: Half Term 6 Start Date June 2020 and End Date July 2020

Overarching Theme The Polar Regions – Endangered Habits/Endangered Animals

Immersive Environment Inside of the HMS Erebus and HMSTerror/An Inuit Igloo/The

Polar Bear’s Tundra

Launch Event: Visit the Golden Hinde (100 years early but an exploration ship

- £5) or the Cutty Sark (similar time period but tea clipper - £8.50)

or build an Inuit Igloo from polystyrene fast food containers.

Driving Question: Was exploring the Arctic and Antarctica a mistake? Or What

would Amundsen see experience if he explored the Arctic today

and why?

Narrative: Pupils live the journey of one of Amundsen/Scott/

Shackleton/Mawson/ Franklin/McClure. Points to consider? Would it be better to go with the

Arctic because of impact on environment and the indigenous population e.g. Inuit?

Consequently, could you go with McClure as he was successful in traversing the Northwest

Passage by boat and sledge, or with Franklin because he was not successful? Children could

then consider what might be different environmentally if this exploration were to take place

today and why.

The End Product A walk-through exhibition to be attended by parents at the end

of the school day.

Year 4: Half Term 1 Start Date September 2019 and End Date October 2019

Overarching Theme Clothes: Fast Fashion, Tradition and Identity

Immersive Environment Cotton Wool Fields/Sweat Shop/Clothing section in a

department store/Shop window.

Launch Event: As an expert on womenswear – also worked in men’s and

children’s wear - buying and merchandising, invite Sim

Scavazza, former brand director of Miss Selfridge to talk about

life in the fashion industry.

Driving Question: Is it possible for traditional clothes to become fast fashion?

Narrative: Start with the basic need for clothes and how clothing varies

according to age, gender, faith, culture and location/climate,

fashion. Introduce traditional and fast fashion. Contrasting

examples e.g. kilt and miniskirt/culottes. Look at the raw

materials of fashion – wool/cotton. Where do they come from?

Look at the cotton fields of the USA. Visit Hounslow Urban

Farm to see sheep and investigate the man-made equivalents

– polyester etc. Investigate sweat shops for fast fashion -

working conditions etc. Design and make a garment

incorporating tradition and fast fashion.

The End Product: A Contrasting Fashion Show with pupils using a catwalk to

show clothes that they have designed and made that combine

traditional clothing with fast fashion suitable for some high

street stores. Invite parents and Sim to the show.

Appendix A- Pinkwell Curriculum Drivers Unpicked

Curriculum Driver Our teaching needs to provide opportunities for children to:

Adventurer and Explorer Experiment and try things out in a wide range of different and differently organised learning environments. Be curious, ask questions and conduct research to find or construct an answer. Enjoy learning outdoors, on trips etc. Explore the unknown - take a risk. Enjoy and feel confident in trying out new approaches to learning. Explore new resources and use them in lots of different ways. Learn in different formats - individual, paired, groups, child led, adult led etc. Seek to understand and look after themselves, their school, their local community and their world.

Creative and Critical Thinkers

Engage in enquiry-based learning. Show their thinking in multiple ways. Develop new concepts and ideas. Consider different possibilities and options. Invent, create and change ideas and products. Reflect on their thinking and learning. Have an ‘I can’ attitude Question and analyse. Develop a point of view. Summarise, infer and draw conclusions Apply their knowledge and skills to new situations/to solve a problem. Explain and justify their ideas to others. Rethink their ideas based on feedback and reflection.

Effective Communicators Communicate effectively in different formats - oral, written, using technology etc. Use language in different ways to share their thoughts and opinions. Listen respectfully to others’ points of view. Disagree respectfully with other points of view explaining their reasoning. Think, pair and share ideas - and other formats for the effective collaboration and dissemination of learning. Explore, clarify and reason about their ideas through discussion with others. Actively listen to others - ask questions and build on others’ ideas. Talk confidently with and to different audiences and for different purposes. Give helpful yet sensitive feedback to others.

Independent and Interdependent Learners

Reflect on their own learning through discussion, peer assessment, self-assessment, child led learning opportunities etc. Develop a growth mindset. Learn on their own and as part of a team to achieve their goals. Use their own knowledge and skills to support themselves and others. Identify their own knowledge and skills and areas for development. Use self-scaffolding strategies. Develop a plan for their own work for an increasingly longer period of enquiry. Persevere with new challenges. Think about and see things from another person’s point of view. Be able to effectively take on a specific role in a group.

Appendix B- The Pinkwell Long Term Curriculum Map Nursery-Year 6

Appendix C: The Pinkwell PBL Cycle

Appendix D: PBL Works

The Main Course, Not Dessert (article)

See separate attachment or

https://my.pblworks.org/resource/document/main_course_not_dessert

PBL Works: This is a useful website for PBL containing lots of ideas and support. It is free,

all teachers need to do is create their own login and password.