In an effort to prepare students for the global marketplace, the National Standards Curriculum (NSC) is geared towards equipping them with 21st century skills. Project-based learning, a global trend in education, is seen as the vehicle through which this objective can be realised. The purpose of this qualitative case study was to explore the experiences of four teachers and four students with the use of project-based learning in the NSC in a Jamaican primary school.
 

In response to the diverse nature of the learners in any one classroom, many teachers have employed the use of differentiated instruction. Central to the tenets underpinning this approach is the idea that all learners enter the classroom with differences in learning abilities, styles, interests, cognitive skills, and life experiences which ultimately determine how they receive and interpret information (Tomlinson, 2017; Prince, 2011; Huebner, 2010; Vygotsky, 1978).