The project supported eight schools across four Local Authorities to develop their own Place Based Learning curriculum projects (linking the school with local community and past/present context). There was an emphasis on each school auditing their own local context and developing its own cross-curricular project which was linked to school priorities and embedded into the life of the school. The intention being that through this local ownership project, outcomes would be embedded within the school curriculum and sustained in the long term. Schools communicated with each other through a blog and shared data through a variety of activities. Thus, underpinned by digital and scientific knowledge, all projects are self-directed and showed the potential for inter-generational learning through involvement of the local community.
This research project provides evidence of the impact of place-based learning (PBL) on primary school education with specific reference to learning in science, technology, sustainability and the environment. The research involved eight primary school-based projects. The report identifies benefits in terms of
• developing an integrated curriculum
• connection with the local environment (physical and human)
• connection with community (families and experts)
• community engagement with pupil learning
• pupil engagement
• real world learning
• staff professional development and learning
• classroom practice
• a challenging and stimulating context for learning in science, technology and the environment
• inter-generational learning and higher order skill development in pupils
• deep learning in science
• time relevant and appropriate learning challenges
• pupils’ understanding and care for the local environment.