Heritage Academy students are engaged in three to four Project/Problem Based Learning Units (PBL) per school year for each grade level. The Engineering Design Process is used to guide the project or solve the problem.

The ASK: Each unit begins with the Entry Event which is used to hook the students' interest in the PBL topic. Students are also introduced to the driving question and the project or problem of their unit. Students are asked, "What do you know about the topic and project? What do you need to know about the topic or project to solve the problem that is being presented?"

The IMAGINE: Groups are formed with no more than four students so that all students can have a voice. Groups begin by researching their topics with educators' guidance. Students explore the answers to their questions. The Georgia Standards of Excellence are embedded throughout the units. Each unit has a focus on the science standards; however, mathematic standards and English Language Arts standards are integrated into the unit. Social studies standards are integrated when there is a real world connection. Throughout the research, the students discuss their problem or project. They are given time to brainstorm how to solve the problem individually as well as collaboratively.

The PLAN: Students use what they have learned throughout the unit to solve the problem that was introduced during the Entry Event. The plan includes the steps they will follow and the materials needed if they are creating a model.

The CREATE: The groups create their product or solve the problem. All work is done in a group and the educator facilitates the learning through questioning.

The IMPROVE: The groups collaborate with each other to discuss how they can improve their product.

The COMMUNICATE: The groups communicate or present their projects to their intended audience through spoken word, video production, or writing.

Each PBL follows the same format of the Engineering Design Process. To assist the students in working collaboratively, the school year begins with the Social Emotional Learning (SEL) curriculum and is integrated with STEM. The students discuss how to work with others, making sure that everyone in the group is heard, and respecting the ideas of others as they are engaged in STEM Challenges. Each class has developed a STEM Oath that guides routines and procedures for all STEM activities.