Why project-based learning works so well for older children

 Project-Based Learning works so well for older children because it meets them at the moment their curiosity deepens and their need for ownership grows, turning real-world inquiry into meaningful, hands-on exploration. 

Project based learning session going on at KEY academy

“Children who make choices and manage their own tasks develop stronger attention and emotional control.”

- Chiamaka Ekere, Lead Co-Learner in the Shoots (ages 9 - 11 years) learning group.

Introduction

When children reach the upper primary years (around ages 9 to 11), something remarkable begins to happen - their curiosity deepens. They start asking not just what or how, but why. They begin to notice that the world is interconnected, that problems rarely have just one solution, and that their own ideas can have real impact.

This is exactly why Project-Based Learning (PBL) is so powerful at this stage. It meets children right at the point where curiosity, capability, and a desire for independence converge.

At its core, PBL is learning through meaningful work. Rather than simply reading about ideas, students engage with real-world problems, apply their knowledge, and create something tangible that demonstrates what they’ve learned. The project becomes the bridge between theory and action, turning concepts into lived experiences.

How it works In a PBL environment, every learning journey begins with a driving question - something open-ended, authentic, and complex enough to ignite curiosity and sustain inquiry.

For instance, a project might ask:

1. How can an understanding of the Sustainable Development Goals help us address systemic challenges in different countries?

2. How does fungus behave in different environments, and what role does it play in our world?

3. How can different forms of energy work together to create a machine that solves a real problem?

These questions have no single, straightforward answer. Instead, they invite exploration. Students research, collaborate, test, reflect, and present. They practise thinking critically, asking deeper questions, and making connections across subjects.

Educators in this setting act as facilitators, not lecturers. Their role is to guide the process - helping students navigate complexity, manage teamwork, and apply knowledge in ways that feel relevant and empowering.

Ownership, meaning, and growth

Older primary students are ready for ownership. They crave autonomy, purpose, and opportunities to make decisions about their learning. PBL provides this by allowing them to take initiative - to plan, create, and problem-solve with intention.

At this age, cognitive development supports abstract reasoning; children can see relationships between ideas, understand systems, and consider cause and effect. PBL leverages these growing abilities by placing learning in real contexts.

For example, a project on climate change might blend geography, science, and literacy, while also exploring human behaviour, ethics, and responsibility. In doing so, students don’t just learn facts - they develop empathy, perspective, and a sense of agency.

By turning learning into meaningful work, PBL helps students see themselves as contributors, not just participants, preparing them for life beyond the classroom.

Supporting research

The benefits of PBL aren’t just theoretical, they’re well-documented.

A study from the Buck Institute for Education (BIE, 2018) found that learners in PBL classrooms demonstrate stronger critical thinking and problem-solving skills than their peers in traditional settings. Research from the University of Michigan by Krajcik & Blumenfeld  shows that PBL helps students retain knowledge longer because they use it in context, not just memorise it for a test.

The Lucas Education Research Foundation also reported that PBL improves learners’ ability to apply concepts across subjects and enhances motivation because students feel their work has purpose.

Finally, a 2019 meta-analysis by Condliffe found consistent gains in engagement, collaboration, and understanding of complex ideas when students were part of well-structured PBL experiences.

These studies all point to one thing: when children learn through doing, they don’t just remember facts, they understand how to use them.

Here’s what PBL nurtures, especially in older students:

1. Critical thinking: Children learn to analyse, question, and evaluate. They stop accepting things at face value and begin to explore the “why” and “how.”

   
   

2. Collaboration: Real-world work requires teamwork. PBL encourages students to listen, compromise, and build on one another’s ideas.

   
   

3. Communication: Presenting, debating, and explaining ideas helps learners become clearer and more confident speakers and writers.

   
   

4. Resilience: Projects involve trial and error. Students develop persistence as they revise, test, and try again.

   
   

5. Relevance: Because projects are connected to authentic issues, students see how what they’re learning fits into the world beyond the classroom.

   
   

6. Agency: PBL gives children a sense of control. They make decisions, manage time, and take responsibility for their learning. These skills are relevant and can be used in every part of life.

Benefits of fostering independence

The outcomes of independence in the early years reach far beyond the classroom.

1. Stronger self-regulation and focus

Children who make choices and manage their own tasks develop stronger attention and emotional control. Research from Harvard’s Center on the Developing Child highlights that these executive function skills predict later success in school and life.

2. Confidence and motivation

Each independent act builds self-belief. When children succeed through effort, they see themselves as capable learners who enjoy taking initiative.

3. Problem-solving and creativity

Independence encourages curiosity. Children who explore freely learn to test ideas, find alternatives, and think flexibly - skills essential for project-based learning.

4. Collaboration and empathy

When independence is nurtured in a shared environment, children learn to respect others’ ideas, take turns, and support one another. They understand that independence and teamwork can exist together.

A practical example from KEY academy

Our Shoots (ages 9–11 years) learning group worked on a project titled Mission 2030: The SDG Project. In this project, students took on the role of country delegates, exploring how the United Nations Sustainable Development Goals (SDGs) could help address systemic issues such as poverty, education, and access to clean water.

They gathered and analysed data, examined real-world challenges, and proposed actionable solutions, all of which culminated in a Model UN–style presentation at the end of the term. Through this process, they practised research and analytical thinking, learned to identify credible sources, strengthened their public speaking, and connected global issues to human stories.

The work was rigorous, purposeful, and deeply engaging, exactly what learning should look like at this stage. In this project-based learning space, the co-learner became both guide and collaborator. The focus shifted from direct instruction to thoughtful facilitation, with inquiry scaffolded, skills strengthened, and reflection woven throughout the process.

 Project based learning session going on at KEY academy

A strong PBL experience at KEY academy always includes:

• Clear learning goals linked to curriculum outcomes

• Real-world relevance and an authentic audience

• Opportunities for reflection and feedback

• Structured guidance in research and presentation

This approach ensures that every project is not just an activity, but a journey of discovery - where learning is meaningful, connected, and transformative.

Conclusion

PBL helps students connect learning to life in ways that conventional instruction rarely can. It gives them the confidence to explore, the courage to question, and the tools to act - turning curiosity into capability.

For older children, it’s more than just an academic method; it’s a mindset, one that encourages them to see learning as a process of discovery, not memorisation. They begin to understand that every question has depth, that every challenge invites innovation, and that their voices can make a difference.

When done well, PBL prepares students not just for tests, but for life itself - for a world that values empathy as much as intellect, collaboration as much as competition, and creativity as much as compliance.

Ultimately, it nurtures lifelong learners who are ready to think critically, act compassionately, and contribute meaningfully to their communities and the wider world.

Written by Chiamaka Ekere, Lead Co-Learner in the Shoots (ages 9 - 11 years) learning group.

References

1. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139. 

   
   

2. Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733. 

   
   

3. Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review (MDRC). MDRC. [Report]. 

   
   

4. Krajcik, J. S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 275–297). Cambridge University Press.