The ‘PBL Goes to University’ project built on research undertaken by Leat and Thomas on Community Curriculum Making (Leat & Thomas, 2016). This research focussed on primary and secondary school pupils undertaking projects and enquiries using community assets (resources, issues, places, people and organisations), which were planned and conducted with community members and accommodated pupil curiosity, creativity and responsibility. This aligns with both a curriculum as process model, which sees education as development (Kelly, 2009) and a society and problem centred curriculum (McKernan, 2008).
In April 2019, the Research Centre for Learning and Teaching (CfLaT) at Newcastle University received funding from the Edge Foundation to enable the development of curriculum projects with schools that have authentic, real-world links with universities, employers and community organisations. So far, we have worked with almost thirty schools and colleges, helping to embed PBL into their curriculum and empowering teachers to think about teaching their subject in a different way, incorporating visits to campus and places of interest, and outreach sessions by academics, students and employers. Cross-curricular themes mean teachers and students develop team-working and communication skills and develop social and cultural capital. The work also draws inspiration from Dewey and from the Ohio Model of School Improvement which seeks to break down barriers between in school and out-of-school learning (Anderson-Butcher et al. 2008) and from the Royal Society of Arts Area Based Curriculum programme in Peterborough, England (Thomas, 2012). There is a social justice theme to this work, with the aim to address issues of inequality and its associated impacts (Wilkinson & Pickett, 2012).
The PBL projects were devised and developed collaboratively by the university team and partners and documented by the university team on a project website, alongside resources to support practitioners.
Projects have three key areas: an “entry event” to inspire and introduce; a series of PBL sessions embedded into the curriculum, often incorporating visits from external providers or to university or local employers; and a final “showcase” where students can share their learning and present their work to invited guests (Patton & Robin, 2012) .
We therefore set out to answer the following questions:
- What do teachers find difficult in planning divergent elements of the curriculum such as PBL?
- How can teachers be supported in planning and embedding PBL in the secondary curriculum which involves working with external partners such as higher education, further education, employers and community organisations?
Data was collected using post-project feedback questionnaires, planning documents and observations. Semi-structured interviews were also conducted with a sample of the teachers and external partners involved in the project. These were analysed using a thematic analysis approach, a technique for synthesizing qualitative data through coding (Boyatzis, 2009).
The findings show that teachers require internal (school) and external (partner) support to plan a successful project, as the divergent elements may not be acknowledged or considered of value by their school leaders or colleagues. Networks of contacts must be made, and this may require specific external support to connect schools with partners from diverse fields. Training in planning skills is required, along with the resources needed to launch an engaging entry event, host a showcase in which students feel their work is valued and recognised as important, and evaluate the students’ learning in a way which is valid and meaningful.
In summary, a coherent and connected approach from all partners in the process is needed in order for PBL to be sustainably embedded.