Project Based Learning
Please see below for more information on our projects and visit our blog to see these in action.
This term, the children will be learning about the Great Fire of London. Through history, science, geography, design, computing and food technology, children will explore what life was like in London in 1666 and discover how the city changed after the devastating fire. To launch the project, pupils will take part in a special entry event — a boat trip along the River Thames. During the trip, children will observe famous landmarks and buildings along the river, helping them understand the geography of London and how the city has developed over time. This experience will encourage curiosity and provide an engaging starting point for their learning. Throughout the project, pupils will investigate historical evidence such as the diary of Samuel Pepys, explore the materials used to build houses in 1666, and use scientific thinking to understand how the fire spread so quickly. They will also learn about the human and physical features of London, develop early computing skills by sequencing events from the fire, and carry out simple investigations into the properties of materials. Using their new knowledge, pupils will take on the role of designers and engineers to plan and build their own model of a safer London. They will test different materials and investigate which ones are stronger, less flammable, and safer for building, considering how wider streets and safer building materials could help prevent disasters in the future. As part of the final outcome, pupils will present their learning and showcase their model city. The project will end with a special visit from a firefighter, who will help pupils test how fire might affect different buildings and reflect on how their designs help answer the project’s driving question. This project encourages collaboration, creativity and problem-solving, while helping pupils understand how learning from the past can help us build safer communities for the future.
This term, our Lower Key Stage 2 children will explore life in Anglo-Saxon Britain, focusing on how communities were built and sustained after the Romans left. Through historical enquiry, children will learn why the Anglo-Saxons migrated, where they chose to settle, and how they created safe and successful communities.
In Geography, pupils will study rivers, coasts and natural resources, understanding why these were important for settlement and survival. They will develop their mapping skills and explore how land was used for farming, trade and daily life. In Science, children will investigate the water cycle, states of matter and forces, linking these concepts to how Anglo-Saxons used materials, water and simple machines such as mills in everyday life.
Children will also explore how Anglo-Saxon communities were organised, including the roles people played and how cooperation, trade and shared responsibility helped settlements to thrive. Through Design and Technology, they will design and build their own model settlements and mechanical structures, applying their learning in a practical and creative way. Computing will support this learning through research, coding and the creation of simple digital projects.
A central theme of the project is our school value, “We build relationships based on trust.” Pupils will consider how trust was essential for Anglo-Saxon life—whether through working together, trading fairly or relying on one another for safety and support—and make links to how trust is built in their own communities today.
By the end of the project, children will present their work through models, explanations and digital projects, reflecting on the question:
How did the Anglo-Saxons build a life they could trust?
This project supports children in developing historical understanding, scientific knowledge and geographical skills, while encouraging them to think deeply about trust, cooperation and community.
Over the Summer Term, the children will take part in a rich cross-curricular project exploring the value “We build relationships based on Trust.” Through History, Geography, Science, Computing and Design & Technology, pupils will investigate how trust, cooperation and fairness helped societies to flourish in the past and how these principles remain essential in building strong communities today.
In History, children will study Ancient Egypt as one of the world’s earliest civilisations. They will explore its social structure, religious beliefs and technological achievements, particularly irrigation and engineering along the River Nile. Pupils will learn how trust in leadership, skilled workers and cooperation between communities enabled Egyptian society to thrive, using historical sources to support their understanding.
In Science, pupils will develop their working scientifically skills by carrying out fair tests and recording results. They will investigate the properties of materials, such as waterproofing, strength and absorbency, and explore forces including pushes, pulls, gears and pulleys. These concepts will support their understanding of how irrigation systems function and how materials are chosen for their purpose.
In Geography, children will study the human and physical geography of Egypt, focusing on the importance of the River Nile. Through fieldwork, they will measure water flow, interpret data and make comparisons with local environments. This will help them understand how communities depend on shared natural resources and the trust required to manage them fairly.
In Computing, pupils will explore algorithms, data handling and simple coding to simulate water distribution systems. They will learn how technology can support fairness and efficiency, while also considering how trust underpins both digital and real-world systems.
In Design & Technology, children will design, build and evaluate a working irrigation machine using mechanical systems such as gears, pulleys and CAMs. They will apply their scientific knowledge to create a functional product and assess its effectiveness.
Throughout the project, pupils will also explore themes of racial justice, equality and diversity by learning about Ancient Egypt as a multi-ethnic African civilisation with wide-reaching trade connections. They will study significant individuals such as Imhotep, Hatshepsut, Cleopatra VII and Wangari Maathai, recognising how leadership, cooperation and shared responsibility contribute to the common good.
Guided by Catholic Social Teaching—particularly Human Dignity, the Common Good and Solidarity—pupils will reflect on the importance of trust, fairness and cooperation in ensuring that everyone’s needs are met.
At the end of the project, pupils will design, build and present their own working irrigation systems for a model Nile-side community. They will showcase their learning in an exhibition, explaining how trust in Ancient Egypt supported success and how these lessons can help us build fair and trusting communities today
This term, our class will be taking part in a special project called “Growing, Changing and Belonging”, based on our value “We do not judge others.” Over ten weeks, children will explore how humans and animals grow and change, how homes have changed within living memory, and what different places around the world are like. They will also take part in a local area walk, create simple digital posters in Computing, and design and make a moving vehicle using wheels and axles in Design & Technology.
Throughout the project, we will focus on understanding and celebrating differences. Children will learn that people grow and develop at different rates, that families live in a variety of homes, and that everyone’s experiences are unique. We will have many discussions about kindness, respect and treating others fairly both in school and beyond.
This half term, our Lower Key Stage 2 children will be exploring an exciting new project all about the Anglo-Saxons, Vikings and Normans, focusing on the dramatic events that shaped England up to and including the Battle of Hastings in 1066. Through hands-on historical enquiry, map work and storytelling, the children will investigate who these groups were, why they came to Britain, and how their actions and beliefs influenced the country we know today.
A central theme of the project is our school value “We do not judge others.” Children will learn why it is important to listen to every side of a story—past or present—before making a judgement. They will explore Viking stereotypes, compare Anglo-Saxon and Viking life, examine why different groups felt they had the right to rule, and study the Bayeux Tapestry to understand how history can be told from one point of view.
In Geography, the children will develop their locational knowledge by using world maps, atlases and globes to identify key features such as the Equator, Northern and Southern Hemispheres, lines of latitude and longitude, and the Tropics and Polar Circles. They will plot Viking journeys across the seas and locate important historical regions such as Scandinavia, Normandy and Anglo-Saxon kingdoms.
By the end of the project, pupils will have created their own historical interpretations, maps and artwork, and will reflect on our driving question:
“Why is it important to hear everyone’s story before we judge what happened in the past?”
This project builds historical understanding, empathy, and critical thinking—helping children learn not only about the past, but about fairness and respect today.
Spring 2026 (2) –“What type of working light can we create for the Easter Reflection?”
This half term, our Lower Key Stage 2 pupils will be taking part in an exciting cross-curricular Design & Technology and Science project: creating their own candle-style electric lights. Linking closely to the Science curriculum, the children will learn how electricity works, investigate electrical components and build simple circuits using batteries, bulbs, LEDs and switches. They will experiment with complete and broken circuits, test conductors and insulators, and learn how switches control the flow of electricity.
In Design & Technology, pupils will examine real lighting products and discuss the features that make them safe, stable and aesthetically pleasing. They will then develop their own design criteria, produce annotated sketches and plan the materials and construction for their product. Over several weeks, the children will work carefully to measure, cut and assemble their candle casings before integrating their circuits inside. They will use a range of tools and techniques to shape materials, strengthen structures and create decorative effects that diffuse the light beautifully.
The project will culminate in a showcase where pupils will test, evaluate their finished candle lights and use them in the Easter Reflection at the end of term. This engaging unit will strengthen their scientific understanding of electricity while developing creativity, problem-solving and practical making skills.
Over the Spring Term the children will take part in a rich cross-curricular project exploring the value “We do not judge others.” Through History, Geography, Science, Computing and Design & Technology, pupils will investigate how people’s lifestyles are shaped by their time, place, culture and knowledge—and why understanding these differences helps us treat others with respect.
In History, children will learn about life in Ancient Greece, including daily routines, roles in society, democracy and beliefs. They will explore how people lived according to the knowledge they had, helping pupils understand why we shouldn’t judge the past by modern standards.
In Science, pupils will study the human circulatory system and investigate how exercise affects heart rate. They will also compare modern science with ancient Greek medical ideas and discover why we cannot judge someone’s health by appearance alone.
In Geography, children will compare lifestyles in the UK, Greece and world regions to see how climate, landscape and resources influence food, homes, jobs and daily routines. This will help them recognise that different environments shape different choices.
In Computing, pupils will learn about digital footprints, safe online behaviour and respectful communication. They will create a digital presentation to share their learning clearly and confidently.
In Design & Technology, children will explore global textile traditions and stitch their own textile product that represents their identity—celebrating what makes each person unique.
At the end of the project, pupils will prepare and host an exhibition to share their work with families and the school community.
This term, our exciting project is all about exploration! The children will become young explorers themselves as they investigate what it means to explore, who explores, and how we prepare for a journey of discovery.
We’ll begin by asking a big question: “What is an explorer?” Through fun, hands-on activities, the children will think about the clothes and equipment an explorer might need. To understand where we live and how to navigate the world, we’ll look at the UK and its countries, using directional language (North, South, East, West) to build early map skills. We’ll also be watching the daily weather forecast, learning key vocabulary and even taking turns as mini weather presenters. This links nicely to how explorers must prepare for different climates!
Children will explore the sounds and music of different parts of the UK, and sing songs to help them remember the continents and oceans. Using large playground maps, they’ll take part in exciting directional games to ‘travel’ the globe—just like real explorers.
In our history and research work, we’ll meet some famous explorers asking: Where did they go? What did they see? What did they take? and explore the important values they showed—bravery, curiosity, resilience and respect. We’ll talk about how we can use these values when we explore the world around us, even in everyday life.
We’ll also think about how to prepare for our own adventures, by learning about basic needs like food, water, shelter, and health. Through our design and technology project, children will create a moving picture using levers to show the journey of an explorer they’ve chosen—whether real or imaginary. They’ll decide: Where will they go? How will they travel?
Finally, we’ll reflect on how we can be responsible explorers, thinking about how tourists can affect the places they visit and how we can show respect for people, places and the environment. We will then go exploring ourselves to see what we can see and find!
Through a rich mix of science, history, and practical activities, children will discover how natural materials—especially rocks—have shaped human life and how they can help us think differently about sustainability today.
We’ll begin by investigating the dramatic forces of Extreme Earth—volcanoes, earthquakes, and mountains—using immersive virtual reality and hands-on model making. Children will explore the layers of the Earth and experiment with the properties of rocks and soils, discovering how and why different rocks are used for different purposes.
Connecting science to history, we’ll journey through the Stone Age, Bronze Age, and Iron Age, looking at how early humans used rocks and natural resources to survive. Children will examine prehistoric tools, explore ancient diets, and create storyboards imagining life as a Stone Age child. Along the way, they’ll learn about food chains, the digestive system, and how human needs have changed over time.
To finish, we’ll reflect on what we’ve learned about self-sufficiency in the past—and how we might apply those ideas today. By exploring ideas like reusing, repairing, and making do, children will be encouraged to think about how we can live more sustainably in our modern world.
This term, your child will be immersed in an exciting learning journey titled “Why is Earth Special – and How Can We Protect It?” The project will help the children explore what makes our planet unique and why it’s so important to protect its environment.
After recapping all of our Vincentian Values for the start of the new year, the project begins by watching the film Hidden Figures to gain an understanding and appreciation of the work of three brilliant black women involved in the space race in the 1960’s and relating the themes to all of our values. With an exciting entry event of experiencing a visiting Planetarium in the school hall, we will move on to looking at Earth from a broader perspective, exploring its movement through space and its relationship with the Sun. The children will learn how these movements create day, night, and the seasons, and how Earth’s position in the solar system makes it a perfect place to support life. This understanding naturally leads into an investigation of Earth’s climate zones, with a focus on the tropical rainforest.
From there, the learning dives deep into the rich biodiversity of rainforests around the world. Children will discover how animals and plants are specially adapted to thrive in these environments, and how these adaptations connect to broader scientific ideas about evolution, inheritance, and natural selection. They’ll explore how traits are passed down through generations, how variation helps species survive, and how fossils give us clues about life in the past.
As they build a deeper understanding of ecosystems and the science of life, the children will also explore the real-world challenges facing rainforests today. Through research, discussion, and creative tasks, they’ll consider issues such as deforestation, habitat loss, and climate change. They’ll then be encouraged to think critically and creatively about how individuals and communities can make a difference, designing sustainable solutions and communicating their ideas through writing, art, and digital presentations.
To finish the project, children will showcase what they’ve learned through presentations or exhibitions, celebrating both their understanding of science and geography and their commitment to protecting our planet. It promises to be a rich, thought-provoking, and empowering experience for all involved.
