Project Method

A description of the project method, its application and value in terms of entrepreneurial learning. This approach facilitates adaptive education, promotes knowledge, autonomy and accountability, and stimulates participation and cooperation amongst students

Purpose and process

The project method is based on planning and applying a chosen method of action as well as judging its acquired effects. This method of work is based on independent realisation of tasks by the student. The first stage of the project is to generate and choose an idea. In the next stage, the student designs the process and a business plan. The third stage is to realise the project itself while documenting its progress. After finalizing the project the students present their results, judge their work, (grading themselves and their team), come to conclusions and make recommendations about how they plan to proceed beyond the life of the project.

Learning outcomes

Students can gain many advantages from this method; they can:

  • Develop decision making skills, take responsibility for one's own learning and develop skills in creative thinking
  • Make individual and group decisions, expressing their own opinion and supporting it, closely listening to others and learning how to obtain a compromise/resolve conflicts
  • Understand how to plan (creating a schedule, calculating a budget), seek partners and organise their work and the work of the team, foreseeing and solving problems
  • Learn how to carry out independent research and select information from a range of different sources
  • Make presentations and judge one's own work and the work of others
  • Practise critical analysis of how effective one's actions and those of the team have been, form conclusions and make recommendations.

Curricular or thematic relevance

During the 3rd stage of education (junior high school) in Poland, every student is responsible for realising at least one educational project in accordance with the MNЕ (Ministry of National Education) ordinance of November 17, 2010 regarding conditions and ways of classifying and promoting students.

How to organise:

Can be used within timetabled lessons or in other contexts such as suspended timetable or extra-curricular events/activities.

Assessment and evaluation approaches

Integrated within the method via discussion, teacher-led, self- and peer-assessment and formal presentation/evaluation of results.

Additional comments

Examples of student projects:

British School Days – a British culture festival lasting a couple of days and engaging the whole class in its organisation (each student works in a team); it is addressed to the entire school community.  Representatives of all the classes can take part in spelling bee contests, dictation, or vocal and theatrical reviews. 

Władysław Stanisław Reymont – different types of views - a session focusing on the popular educational Polish laureate for the Literary Nobel Prize (1924).  The students prepare this session concerning different aspects of his life and work.  

Our road to the European Union - a concrete subject conference prepared by students and connected with presenting reports on areas of knowledge of particular interest to them.  Examples of discussion panels: 'environmental-ecological' - promoting a healthy life style in different countries as well as prophylactic care for one’s health on a global and regional scale; 'economic-financial' - discussing among other things the European Union institution protecting enterprises from monopolistic activities, the role of international commerce in particular countries, conditions of living in different EU countries, the four freedoms, mutual agricultural policy, education and work (presenting maturity exam requirements as well as the best European maturity exams).

Becoming familiar - a step to tolerance - periodical meetings with different religions (Eastern Orthodox Church, Catholicism, Judaism, Islam and Protestant) which are based on the students creating and printing booklets about additional religions as well as taking part in meetings with their worshippers or priests.

Provider country


Provider Institution:

, Junior Achievement Poland  Poland

helper do TM detail body (June 6th, 1st half)


This is a good method for learners to experience the different parts of starting a business. Our school have a more pratical learning by doing method, but we have also used this method at the start of the Young Enterprise year. It's a good way to learn decision making skills, and to test an idea.



It very important for develping planing skills, decision making skil. Take responsibility is one of most important attitude in nowadays. Developing of presentation skills are very important too.

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It very important for develping planing skills, decision making skil. Take responsibility is one of most important attitude in nowadays. Developing of presentation skills are very important too.

Inga_R 27.02.2014

helper do TM detail right side (TM June 6th, 2nd half)

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