Grade: Grade 4

Project Descriptor:

Guided by their driving question ‘How do different jobs contribute to our communities and how do they work together to make a difference?’ the Grade 4 project-based learning (PBL) journey led learners to reflect deeply on the complex networks that underpin a thriving society.

Many students initially struggled to recognise how various professions intersect to address community needs. They did not always see the connections between sectors such as healthcare, education, transportation and urban planning, and how these systems collectively contribute to a healthy and prosperous society. This limited perspective often meant students overlooked the importance of collaboration and the integrated effort required to solve challenges within a community.

Additionally, there was a tendency among students to undervalue certain types of work. Professions that involve service, manual labour or community support were not always seen as equal in value to higher-profile careers. This highlighted the need to nurture empathy and foster respect for all jobs, showing learners that every role—regardless of visibility or perceived prestige—plays a vital part in keeping a community functioning effectively.

Through this project, learners were encouraged to explore the variety of jobs present in their local environment. They investigated roles across multiple sectors including healthcare, education, government, business, the arts, technology and environmental conservation. The aim was to help students develop a well-rounded understanding of the working world around them, recognise how different jobs are interdependent, and appreciate the collective effort required to build and sustain successful communities. Ultimately, the project sought to instil respect for all professions and encourage learners to see themselves as future contributors to society, each with a valuable role to play.

Subject integration:

• English – Learners developed their formal writing skills by composing an email to the parent of the professional they wished to shadow. This task required them to use appropriate tone, structure and language conventions suited for formal communication. Their emails were accompanied by an official letter from the school, reinforcing the authentic purpose of their writing and allowing them to practise real-life literacy skills.
• Mathematics – Students were tasked with collecting data within their communities related to the educational background of adults—specifically categorising individuals as matric holders, those with no matric, university graduates, and post-graduate degree holders. With support from their parents, they gathered this information and represented it visually in the form of graphs. This enabled them to apply data handling skills while making connections between education levels and types of work found in their community.
• Life Skills – Life Skills played a key role in helping students reflect on the social value of work and develop empathy and respect for a wide range of professions. With the guidance of their parents, learners identified a local issue and used the insight gained from their job shadowing experience to think creatively about how the profession could help address the issue. This process encouraged critical thinking, problem-solving and a sense of civic responsibility.
• Computing – Students used digital tools to organise their research, present findings, and design simple digital presentations or infographics about the job they shadowed. They also used technology to draft and send their formal emails, reinforcing their understanding of responsible digital communication.
• Social Sciences – Students explored how different jobs are connected to the functioning and development of communities. They discussed the impact of work on local economies and environments and gained a broader understanding of how different roles contribute to the social fabric of society. The project deepened their appreciation of the interdependence between professions and the collective responsibility needed to improve community life.