|8 x 1 hour activites
8 x 1 hour activities
5+ hours project work
10+ hours project
30+ hours project work
70+ hours project work
CREST Star activities should support students to solve real-life science, technology, engineering and maths challenges through practical investigations and discussion. Star activities should relate to situations we expect children to have already come across, or to be likely to come across.
Activities should be designed to last approximately one hour. All CREST Star activities should be designed so that you don't need to be a teacher or have a science background to run them.
CREST SuperStar activities should support students to solve real-life science, technology, engineering and maths challenges through practical investigation and discussion. SuperStar activities should relate to situations that children can relate to, for example the community or on broader issues such as recycling.
Activities should be designed to last approximately one hour. All CREST SuperStar activities should be designed so that you don't need to be a teacher or have a science background to run them.
CREST Discovery activities should offer a first introduction to project work and should be suitable for classroom, club or youth group activity days. Students should complete either a single project or a series of linked challenges with clear real-world contexts. The project can be around any STEM topic or theme.
At Discovery level, students should work collaboratively on the project or challenge(s) in self-managed groups, record and reflect on their work throughout, using a CREST Discovery passport, and communicate their findings through a group presentation.
Bronze Awards should focus on having fun and developing transferable skills, such as problem solving and communicating effectively. They should do this whilst experiencing the project process.
At Bronze level, students should develop a project using their own ideas, taking decisions about how to progress through it, write about their findings and evaluate their project in their CREST profile form or workbook.
Silver Awards should stretch students and enrich their studies. Students should develop their own project idea and gain experience of the scientific method.
At Silver level, students should develop and lead the project, consider the broader impact of their work and demonstrate an innovative approach to solving problems. Students will need to reflect on their work throughout the project and produce evidence of their work to be presented to CREST assessors.
Gold Awards should allow students to conduct real research. There should be longer-term projects that require students to contribute something new to the scientific or technological community or to a particular field of study.
At Gold level, students should develop and lead the project, consider the broader impact of their project and demonstrate an innovative approach to solving problems. Students will need to reflect on their work through the project and produce evidence of their work to be presented to CREST assessors.
CREST projects and activities have a clear real-world context, appropriate for the level.
CREST projects and activities demonstrate creative approaches in developing solutions to scientific problems.
CREST projects and activities show independent working skills, students should carry out their projects either on their own, in pairs or small groups, ideally completing their challenge independently of adults (appropriate to the level).
CREST projects and activities should, as far as possible, support students to lead their own projects, to set their own aims and objectives and create their own plans for how to conduct the project.
CREST develops students understanding of the scientific method, as well as research, production and/or communication techniques and knowledge related to their project
CREST projects and activities should allow students to reflect on what they have learnt.
CREST projects and activities should enable young people to share their results (not necessarily in a written format) and explain the impact of what they did.
CREST projects and activities require students to do background research to help them complete and understand their project.
CREST projects and activities allow students to utilise creativity and approach their project in an innovative way.
does your activity provide the opportunity for this?
Project aims and objectives
Students can set a clear aim and potentially break it down into smaller steps/objectives
Project links to everyday life
Selection of approach
Students can consider different ways to do the project and gave reasons for the one you chose
Students have a realistic plan for how to complete their project
Planning and organisation
Students are able to plan the project and organise who does what
Use of material and human resources
Students decide what/who you needed to help them complete the project and explained why
Students do some background research to help them complete and understand their project
Conclusions and implications
Students draw logical conclusions and explain the impact of what they did
Understanding of project outcome
Students can explain how their actions affected the project outcome and what you might change in the future
Reflection on learning
Students reflect on what they learnt
Scientific and/or technical knowledge
Students can demonstrate understanding of the topic
The activity allows students to make sensible decisions about the project and take safety into account
The activity allows for creativity in the way students tackle the project
The activity allows students to identify and overcome problems
Students are required to communicate the project in some way- e.g. in writing and conversation and maybe in a visual way too