M01
Award in Planning Project-Based Learning in the Primary
Classroom
Project Based Learning (PBL) promotes a classroom climate that develops 21st century skills including critical thinking, cooperating/collaborating and communication skills. Project work allows for the transference and application of knowledge and skills acquired from systematic instruction across the curriculum. This module introduces educators to PBL and effective planning strategies needed to create projects that will best assist their students to achieve desired learning outcomes.
Applicants interested in following this programme are to satisfy one of the minimum eligibility
criteria:
1. An awarded MATSEC Certificate (MQF Level 4), or equivalent;
2. A full MQF Level 4 qualification with a minimum of 120 ECTS, or equivalent;
3. Three subjects at Advanced Level (MQF 4) with two subjects at grade C or better, and the third subject with a grade D or better.
By the end of this module, the learner will be able to:
a) Collaborate with colleagues in the planning of projects;
b) Guide students through the 3 learning phases of a Project;
c) Establish a suitable formative assessment strategy to ensure learning outcomes are achieved throughout the project.
a) Define Project Based Learning (BDL);
b) Describe the three phases of the Project Approach;
c) Describe the five structural features within the three phases of the Project Approach.
a) Define Project Based Learning (PBL);
b) Plan a project appropriate to year group being taught using the 3 phases of the Project Approach;
c) Apply the 5 structural features of the Project Approach and demonstrate how they will be integrated into each phase of their planned project.
This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.
This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.
Upon successful completion of this module, course participants will be conferred an accredited certification.
Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for an accredited programme. Teachers may also use this certification in their application for accelerated progression.
1. Chard, S.C. (2009) Practical Guides for Engaging Minds with the Project Approach, 1-6 http://www.projectapproach.org/
2. Chard, S.C. (1998) The Project Approach: Making Curriculum Come Alive (Book One). NY: Scholastic.
3. Chard, S.C. (1998) The Project Approach: Managing Successful Projects (Book Two). NY: Scholastic.
4. Dresden, J. and Lee K., (2007) The Effects of Project Work in a First Grade Classroom: A Little Goes a Long Way. http://www.ecrp.uiuc.edu/v9n1/dresden.html
5. Kokotsaki, D., Menzies, V. and Wiggins, A. (2016) Project-based learning: A review of the literature. Improving Schools, Vol. 19(3) 267–277.
http://dro.dur.ac.uk/19191/
6. Mergendoller, J. R., and Thomas, J. W. (2005). Managing project based learning: Principles from the field. California: Buck Institute for Education. http://www.bie.org/images/uploads/general/f6d0b4a5d9e37c0e0317acb7942d27b0.pdf
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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