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Crafting Strong Driving Questions
travellingteacher256 May 20, 2026
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A strong driving question is the engine of a sustained project-based learning (PBL) unit. It frames purposeful inquiry, motivates learners, and connects curriculum outcomes to a real-world product or performance. Use the guidance below to write driving questions that are open-ended, authentic, assessable and suited to Senior 1–4 cognitive levels.
What makes a driving question strong?
A productive driving question should meet these criteria:
- Open-ended: invites investigation and multiple perspectives rather than a single correct answer.
- Authentic and relevant: connected to real-world contexts, local communities or learners’ lives.
- Aligned to CAPS outcomes: clearly tied to one or more specific Learning Outcomes and Assessment Standards.
- Developmentally appropriate: matches cognitive demand for Senior 1–4 (recall → apply → analyse → evaluate → create).
- Leads to evidence/product: implies a tangible artefact, performance or decision for assessment.
- Manageable: feasible within the project timeframe and available resources.
- Collaborative: invites teamwork and roles.
- Clear and engaging language: understandable to learners; avoids jargon.
- Equity-minded: accessible to diverse learners with options for scaffolding and differentiation.
Step-by-step: Craft a driving question
- Identify the CAPS outcome(s) and key content/skills you must address.
- Choose a real-world context that will engage learners (local problem, community need, enterprise, environmental issue).
- Select an appropriate cognitive verb (apply, explain, compare, design, evaluate, justify, create).
- Draft an open-ended question that leads to a product or public audience.
- Test the draft against the checklist (above). If it’s too narrow, broaden it; if too vague, tighten the context or expected product.
- Break the question into inquiry milestones and formative assessments.
- Write scaffolding sub-questions and rubrics that guide learners toward the final product.
- Review for safety, ethics and community permissions if the project involves public work or outdoor learning.
Quick checklist to validate a driving question
- Does it require more than recall? (yes → proceed)
- Can learners show learning through a product/performance? (yes)
- Is it meaningful to the learners/context? (yes)
- Is it feasible in time/resources? (yes)
- Can you assess key CAPS skills within its scope? (yes)
If any answer is “no”, revise.
Examples by subject and Senior level
Each example gives: driving question → suggested final product → key milestones/sub-questions → CAPS alignment notes.
Natural Sciences (Senior 1)
- Driving question: “How can we reduce litter and protect the pond at our school?”
- Product: Community awareness campaign + improvement plan and poster/exhibition.
- Milestones: water quality tests → identify litter sources → design interventions → present plan.
- CAPS link: Scientific investigation, environmental systems.
Natural Sciences (Senior 4)
- Driving question: “What local land-use practices are affecting groundwater quality, and which mitigation strategies are most effective?”
- Product: Research report, model mitigation plan and community presentation.
- Milestones: hypothesis formation → sampling and analysis → data interpretation → recommend interventions.
- CAPS link: Scientific inquiry, data-handling, evaluation.
Social Sciences / Geography (Senior 2)
- Driving question: “How can we make our neighbourhood safer for pedestrians and cyclists?”
- Product: Map, campaign and presentation to local ward councillor or school governing body.
- Milestones: survey routes → identify hazards → propose design changes → cost/benefit estimate.
- CAPS link: Spatial skills, community-based inquiry.
History (Senior 3)
- Driving question: “How did migration shape this town’s culture and economy between 1950 and 2000?”
- Product: Multimedia exhibition and curator’s guide.
- Milestones: source collection → oral histories → thematic analysis → exhibit curation.
- CAPS link: Historical investigation, source evaluation.
English Home Language (Senior 1)
- Driving question: “How can we tell the story of our school so others understand its culture?”
- Product: Short documentary or anthology of narratives.
- Milestones: interviewing → drafting → editing → publish/performance.
- CAPS link: Listening, speaking, reading and writing integrated.
Mathematics (Senior 4)
- Driving question: “What is the most cost-effective design for a small rainwater-harvesting system for our school?”
- Product: Scaled design, calculations, cost analysis and prototype/model.
- Milestones: measure catchment → calculate volumes → budget → design optimisation.
- CAPS link: Measurement, data handling, problem solving.
Technology / Design (Senior 3)
- Driving question: “How might we design a low-cost solar phone charger that works in our community?”
- Product: Prototype, user manual and small pilot test results.
- Milestones: research components → prototype build → user testing → iterate.
- CAPS link: Technological processes, designing and making.
Life Orientation / Social Entrepreneurship (Senior 2)
- Driving question: “How can we start a small school garden to improve food security and teach sustainability?”
- Product: Business and care plan, planted garden and evaluation.
- Milestones: soil tests → crop selection → labour plan → marketing/education.
- CAPS link: Life skills, socio-economic rights and responsibilities.
How to convert closed questions into driving questions
- Closed: “What causes erosion?” → Driving: “How can we reduce erosion on the sports field so it is usable all year?”
- Closed: “What is climate change?” → Driving: “What local actions can our community take to reduce flood risk from changing rainfall patterns?”
Technique: add context, a problem, or a stakeholder and require evaluation or design.
Scaffolding: sub-questions and milestones
A strong driving question must be broken into manageable inquiry chunks. Example scaffolding for “How can we reduce litter and protect the pond?”:
- What types of litter are found in the pond?
- Which areas contribute the most litter?
- What are feasible interventions for our school?
- How will we measure improvement?
Assign milestones and pair each milestone with a formative assessment (data logs, drafts, peer critique).
Assessment mapping
- Start with the driving question and identify summative evidence: product + presentation + reflection.
- Map CAPS knowledge and skills to assessment criteria (rubrics): knowledge, inquiry process, collaboration, presentation, reflection.
- Include formative checks at each milestone: observation notes, checklists, peer feedback, drafts.
Sample rubric dimensions: Understanding & application (30%), Inquiry & evidence (25%), Collaboration & roles (15%), Product quality (20%), Communication & reflection (10%).
Differentiation and inclusivity
- Offer multiple ways to contribute (research, design, communication, practical work).
- Adjust cognitive load: provide sentence stems, graphic organisers, or extension tasks.
- Use mixed-ability groups and rotate roles so all learners access higher-order tasks.
- Ensure language simplicity without dumbing down content.
Common pitfalls to avoid
- Too broad: “How can we save the planet?” → narrow to a local, actionable focus.
- Too narrow or factual: “What are the parts of a river?” → reframe with a problem.
- No product or audience: learners must produce public work or defend recommendations.
- Misalignment with CAPS: ensure the question targets assessable outcomes.
Use the checklist and examples above when designing your next PBL unit. Test each draft question with colleagues and a small group of learners; revise until it is engaging, curriculum-aligned and clearly leads to assessable learner work.