What is Personalised and Project-Based Learning?
At Evelyn Scott School, Personalised Learning means tailoring education to each learner’s strengths, interests, and needs. Project-Based Learning is our hands-on, real-world approach that helps learners develop essential skills such as problem-solving, collaboration, and communication.
What does this look like?
Instead of memorising facts for a test, our learners apply what they know to real-world challenges. They might be designing solutions to environmental issues, creating documentaries, or even launching their own business ideas.
How Project-Based Learning Works
Our project based learning model is built around High-Impact Teaching Strategies (HITS) and six learning approaches:
- Activity Based Learning → Learning by doing (e.g., designing, building, creating).
- Inquiry Based Learning → Investigating and exploring to find answers.
- Place Based Learning → Connecting learning to real-world locations.
- Problem Based Learning → Solving open-ended questions as a team.
- Collaborative Learning → Working with classmates, teachers, and the community.
- Self Directed Learning → Taking charge of your own learning journey.
Masterclasses: Building Strong Foundations for Personalised Learning
Masterclasses are a key component of our Personalised learning model.They provide explicit instruction and targeted teaching in essential subject areas, helping learners build the foundational skills they need for their projects.
- What makes Masterclasses special?
- They respond to learner needs and emerging learning trends.
- They ensure learners develop the technical and academic skills needed for deeper learning.
- They provide structured, explicit teaching to support hands-on project work.
High-Impact Teaching Strategies (HITS) in Project-Based Learning
To maximise the impact of personalised learning and projects, teachers incorporate High-Impact Teaching Strategies (HITS). These evidenced based strategies help to enhance learner understanding, engagement, and outcomes.
1. Explicit Teaching (Masterclasses)
- Clear learning intentions and success criteria are provided at the start.
- Teachers break down complex concepts into smaller, more manageable steps.
- Modeling and worked examples support learners in understanding processes.
How this supports personalised learning and projects:
- Helps learners build foundational knowledge before applying it to a project.
- Ensures clarity on expectations and required skills.
2. Goal Setting
- Learners set clear, achievable goals related to their project.
- Teachers guide learners in breaking large tasks into smaller milestones.
- Progress is tracked through self-reflection and teacher feedback.
How this supports personalised learning and projects:
- Encourages learners to take ownership of their learning.
- Provides motivation and direction throughout the project.
3. Collaborative Learning
- Learners work in teams, discussing ideas and problem-solving together.
- Group tasks and inquiry encourage peer learning and shared responsibility.
- Teachers facilitate discussions, ensuring all voices are heard.
How this supports personalised learning and projects:
- Mirrors real-world teamwork experiences.
- Enhances communication, negotiation, and conflict resolution skills.
4. Feedback
- Timely, specific, and constructive feedback is provided throughout the project.
- Peer feedback is incorporated, teaching learners how to give and receive input.
- Feedback loops ensure learners revise and improve their work before the final product.
How this supports personalised learning and projects:
- Encourages an iterative approach—learning from mistakes and trying again.
- Helps learners refine their work and develop a growth mindset.
5. Inclusion and Differentiated Teaching
- Learning experiences are tailored to meet the diverse needs of learners.
- Scaffolding is provided where necessary and independence is encouraged.
- Agency, choice and flexibility allow learners to engage in ways that suit their strengths.
How this supports personalised learning and projects:
- Ensures all learners can access and engage with the project at their level.
- Supports diverse learning styles, making the project more meaningful.
6. Reflective and Reflexive Thinking
- Learners regularly reflect on their progress, identifying what’s working, what’s challenging, and what strategies could improve their project work.
- Learners use reflexive thinking to adapt their approaches in real time, adjusting based on feedback, new information, and evolving project needs.
- Teachers model reflective and reflexive thinking, supporting learners to develop these skills as part of their personalised learning journey.
How this supports personalised learning and projects:
- Builds learner awareness of their own thinking and learning processes.
- Encourages learners to actively improve their work by applying feedback and adjusting their strategies.
- Develops adaptability and resilience, essential for real-world problem-solving.
7. Worked Examples & Scaffolding
- Teachers provide sample projects or step-by-step models for guidance.
- Project planners and templates help structure thinking.
- Gradual release of responsibility and project learning cycle moves learners toward independence.
How this supports personalised learning and projects:
- Gives learners a clear reference before starting their own work.
- Reduces cognitive overload, allowing focus on creativity and problem-solving.
Project-Based Learning Cycle
Examples of Project Based Learning in Action
Success stories include interdisciplinary projects where learners apply STEM, humanities, and arts knowledge to solve authentic problems. Testimonials from families and learners highlight increased engagement, deeper understanding, and improved confidence.
I feel connected to my school because it is a safe space where I enjoy learning and want to learn more. I feel like I belong at this school because I have lots of good friends and learning buddies. – Isla S
I feel connected to my school, because teachers make sure to include every student irrespective of how long or short any student have been in the school students are very friendly and there is a healthy learning environment and also there are students of different race and nationalities still there is no discrimination – Honey
At ESS I became better at being a self-directed learner because students who regulate their own learning are better prepared to become lifelong learners. – Olivia V
I believe I feel connected to my school and its unique project learning style because it gives me a say in what I choose to learn about. Not only that but I can also look into my interests while at this school experiencing project based learning. I also feel attached to this school due to the teachers and staff that accompany me day to day and make me feel like a member of the community. I believe that I am slowly becoming better at being a self directed learner. Compared to last year, this year I have been able to manage my time more effectively, have more confidence in my voice, stay resilient and know what I am learning about. – Ekamjot K
I feel I am connected to the school. Feeling that you belong is an enormous factor in my school life, either if it's with staff and teachers, or with my own friends. I feel connected to different parts of a very large scale. I see belonging in different sizes, from speaking at an assembly to sharing stories with friends, or even knowing that many people support me. - Kaushal M
I'd like to believe I'm just generally a self directed learner as being self directed is independence and taking charge of your academics leading the future by setting yourself up for that. Being self directed in the way where I manage my time and am able to reflect back on things, I demonstrate this by actively journalling and surrounding myself or putting myself in an area or space where I know I can properly clear my mind and get my school work finished, free from distraction and nothing but pure focus – Francesca A
I do feel connected to my school and I do feel like I belong here because I feel connected to all the teachers and I feel like I am able to communicate really well about my learning and sharing my ideas for future learning. I also feel like I have good supportive peers. I feel like I'm doing better without a teacher telling me what to do when to do it, I feel like it's giving me more control of my learning and holding myself – Harry S