When I first started planning Project Based Learning units, I assumed the hardest part would be designing engaging activities.
It turns out the real challenge was writing a driving question that actually guides the learning.
A weak question often leads to shallow research, disconnected activities and projects that look impressive but fail to build deep understanding.
A strong driving question, on the other hand, becomes the anchor for the entire unit.
In this guide, I’ll walk through how to design driving questions that support rigorous Project Based Learning in Australian primary classrooms.
What Is a Driving Question?
Honestly, I had to ask the same question when I first began my PBL journey. I was so used to simply teaching content that I had never really considered the power of a driving question — or even what one was.
A driving question is the central question that frames and guides the inquiry throughout a Project Based Learning unit. It connects curriculum content to real-world issues so that students feel they are exploring something meaningful.
Driving questions shape the research, discussion and assessment students undertake during the project. They give the unit a clear focus and provide students with a reason to investigate the topic more deeply.
Importantly, a driving question should be open-ended, meaning there is no single correct answer.
Why Driving Questions Matter
Could you design and deliver a true PBL unit without a driving question?
In short — no.
Driving questions help focus student thinking so that learning stays purposeful. This is particularly important in Project Based Learning, where students are often encouraged to think creatively and explore different directions.
A strong, open-ended driving question ensures that learning tasks remain connected. It promotes deeper reasoning, encourages discussion and supports authentic assessment.
Without a strong driving question, PBL can quickly become a collection of loosely related activities rather than a cohesive inquiry.
Common Mistakes Teachers Make
Mistake 1: Questions That Are Too Broad
Example:
What is sustainability?
Better example:
How can our school improve its environmental impact?
The first question is simply asking for information. The second encourages students to investigate a problem and consider possible solutions.
Mistake 2: Questions With Only One Correct Answer
Example:
What are the causes of migration?
Better example:
How do migration experiences shape identity and belonging?
The stronger question encourages students to explore perspectives and evidence rather than simply listing facts.
Mistake 3: Questions Disconnected From the Curriculum
As I’ve mentioned in my other articles, everything we do as teachers should be grounded in the Australian Curriculum.
Your driving question should emerge directly from the Achievement Standards and content descriptors for the subject and year level you are teaching.
When the driving question is aligned to the curriculum, it becomes much easier to design meaningful assessment tasks and learning activities.
Characteristics of a Strong Driving Question
Strong driving questions:
• are open-ended
• connect directly to curriculum intent
• require analysis or decision-making
• relate to real-world issues
• encourage multiple perspectives
Driving questions often begin with phrases such as:
• How can…
• How might…
• To what extent…
• How do…
These structures naturally encourage deeper thinking.
Driving Question Examples
Below are a few examples of driving questions that could be used in different PBL units.
Sustainability Unit
How can our community design a more sustainable future?
Migration Unit
How do migration experiences shape identity and belonging?
Civics Unit
How can young people influence decisions in their community?
Science Unit
How might renewable energy change the way our city functions?
How I Develop Driving Questions
Writing a driving question doesn’t have to be intimidating. By this stage of planning, you have already done much of the hard work.
You will have identified the parts of the Australian Curriculum you want to address and developed a general idea of the direction your unit will take.
Once I have identified the relevant sections of the Achievement Standards, I look for a common theme that connects them. It can also be helpful to review the Content Elaborations, as these sometimes reveal interesting real-world applications.
When I think I have a possible driving question, I test it.
I try answering the question myself or ask a colleague to respond. If the question can be answered too easily or quickly, it usually means the inquiry is not deep enough.
Finally, I check whether the question will support authentic assessment. Can students use real-world examples and ideas to investigate the issue and propose possible solutions?
If the question can be answered with a quick Google search (and not even the AI answer), it probably needs more work.
A Quick Test for Your Driving Question
If you’re unsure whether your driving question is strong enough, ask yourself the following:
• Does it invite debate or discussion?
• Does it require evidence or reasoning?
• Could students approach the question in different ways?
• Does it clearly connect to curriculum outcomes?
If you can answer yes to these questions, you are probably on the right track.
Final Thoughts
A well-designed driving question doesn’t just introduce a project. It shapes the thinking, investigation and collaboration that follow.
When the question is strong, students are far more likely to engage deeply with the learning and take ownership of the inquiry.
Hopefully this guide has helped you feel more confident about writing driving questions for your own Project Based Learning units.