[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-242024-105":53,"doc-detail-242024-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","pbl-toolkit-templates-and-action-plans-first-draft-initial-project-plan-overview-of-the-project-design","PBL Toolkit Templates and Action Plans - first draft initial project plan - Overview of the project design","","PBL Toolkit Templates and Action Plans provides an actionable framework for designing and executing project-based learning with clear emphasis on curriculum coverage, assessment, and sustained inquiry. It guides teams to define learning goals, establish formative and summative checks, craft a driving question with supporting sub-questions, and design student voice and choice. The toolkit also outlines product publicity through exhibition-style sharing, shared timelines and calendars, authenticity through real-world contexts and expert involvement, and a practical implementation checklist covering documents, scaffolding, project wall, rubrics, deliverables, and end-product expectations.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/pbl-toolkit-templates-and-action-plans-first-draft-initial-project-plan-overview-of-the-project-design/242024/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/pbl-toolkit-templates-and-action-plans-first-draft-initial-project-plan-overview-of-the-project-design/242024.png","ImageObject",442,249,{"name":88,"@type":89},"Rhys","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-12","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":30},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How should curriculum coverage and learning goals be defined in the project plan?","Question",{"text":108,"@type":109},"Specify which curriculum knowledge, skills, and understanding the project will cover, and set clear learning goals aligned to those needs.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What elements are required to assess students in project-based learning?",{"text":113,"@type":109},"Define how students will be assessed using both formative and summative checks, including the milestones and progress criteria they must achieve.",{"name":115,"@type":106,"acceptedAnswer":116},"How can teachers make the project product public and ensure authenticity?",{"text":117,"@type":109},"Plan an exhibition/expedition-style end product with clear public sharing steps, and build in authentic real-world context such as employer/expert or community involvement.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},242024,1791341265,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":30,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":9},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","PBL Toolkit Templates and Action Plans  \nOverview of the project – first draft initial project plan  \n|  | Key prompts and questions | Notes |\n| --- | --- | --- |\n| Curriculum tobe covered. i.e. standards, national curric-ulum or syllabus | What curriculum knowledge skills and understanding will the project aim to cover? What are the learning goals?\u003Cbr>Is this in student speak? |  |\n| Assessment | How will students be assessed?\u003Cbr>What are the key checks, formative and summative assessment students will need to achieve and attain to progress? |  |\n| Driving question | Have you decided on the driving question? Will it support sustained inquiry?\u003Cbr>Are there any sub questions which will help scaffold and frame the project? |  |\n| Student voice and choice | What opportunities will students have to make decisions about the project’s products or processes? |  |\n| Make the product public- ‘exhibition’‘expedition’ | Have you established at the outset – what the students will ‘do’ or ‘create’?\u003Cbr>What will the product be?\u003Cbr>What will this look like?\u003Cbr>How will the product be made public?\u003Cbr>When? How?\u003Cbr>What help, and resources will you need to support this? |  |\n| Timelines deadlines and calendar | Are you clear what these are?\u003Cbr>How much time can you allocate to the project? Are students clear what the deadlines are and what they have to achieve and produce by when? |  |\n| Authenticity | How will the project be authentic? For example, is there employer / expert or community involvement? Has the project got a real-world context and setting – is it authentic? Are there experts who can help input into the project? |  |\n\nMaking Education Relevant [www.edge.co.uk](www.edge.co.uk)  \nChecklist for successful PBL execution  \n\n| Project design overview |  |  |  |\n| --- | --- | --- | --- |\n| 1. Project documents – are these all available and in place at the start of the project? |  |  |  |\n| 2. Assessment – are students clear how they will be assessed both formative and summative? The checks and milestones they are required to hit? |  |  |  |\n| 3. Work time – have you built this into your planning and shared with students? |  |  |  |\n| 4. Scaffolding resources – don’t give students all the resources at once stage them |  |  |  |\n| 5. Project wall – have all the information in one place for students to refer to |  |  |  |\n| 6. Calendar – clear and shared with students – authentic deadlines |  |  |  |\n| 7. Rubrics – students are clear from the outset on how they will be assessed |  |  |  |\n| 8. Check lists and deliverables – are these available to students? |  |  |  |\n| 9. End product – are students clear what they are being asked to do? When? How? |  |  |  |\n\nTop tips for success  \nEntry event  \nCHEVRON-RIGHT Students are led into the project in an imaginative and creative way, with no sense of what the project is. It is important all students have the same experience at the start of the project to endure there is equality of access  \nProject wall  \nMake sure the project wall is not displayed until after the entry event has been completed. Include the following on it:  \nCHEVRON-RIGHT Driving question  \nCHEVRON-RIGHT Need to know list of questions CHEVRON-RIGHT Word/concept list  \nCHEVRON-RIGHT Resources  \nCHEVRON-RIGHT Project calendar including milestones and checkpoints  \nCHEVRON-RIGHT Rubrics e.g. assessment criteria CHEVRON-RIGHT End product information  \nScaffold resources  \nThrough your planning make sure students are clear of deadlines and the end product. It might be easiest in the first instance to split the larger project up into mini projects with clear milestones which students are aware they need to achieve and attain before moving onto the next stage.  \nAppendix – ‘six As’ checklist for successful project design1  \nHaving developed your idea. Finally check your project against Adria Steinberg’s ‘six As’ of projectbased learning. These are a set of design principles which have been developed by Steinberg and provide a useful s","cbCaicgZ6e3xvJrJ","https://ap.wps.com/l/cbCaicgZ6e3xvJrJ","pdf",306327,"English","# Overview of the project\n## Curriculum to be covered\n## Assessment\n## Driving question\n## Student voice and choice\n## Making the product public\n## Timelines, deadlines and calendar\n## Authenticity\n# Checklist for successful PBL execution\n## Project design overview\n# Top tips for success\n## Entry event\n## Project wall\n## Scaffold resources\n# Appendix\n## Six As checklist for successful project design\n## RAG rating reflection","[{\"question\":\"How should curriculum coverage and learning goals be defined in the project plan?\",\"answer\":\"Specify which curriculum knowledge, skills, and understanding the project will cover, and set clear learning goals aligned to those needs.\"},{\"question\":\"What elements are required to assess students in project-based learning?\",\"answer\":\"Define how students will be assessed using both formative and summative checks, including the milestones and progress criteria they must achieve.\"},{\"question\":\"How can teachers make the project product public and ensure authenticity?\",\"answer\":\"Plan an exhibition/expedition-style end product with clear public sharing steps, and build in authentic real-world context such as employer/expert or community involvement.\"}]","PBL Toolkit Templates and Action Plans - first draft initial project plan - Overview of the project design | PDF",1789184726]