CREST Awards Help Centre

            Criteria for Bronze, Silver and Gold CREST Awards

            Bronze, Silver and Gold Awards must meet these criteria appropriate to their level to achieve their award. The criteria match the elements included on the profile form.

            Bronze Awards should have around ten hours of work spent on them, Silver - thirty hours, and Gold - seventy hours.

            Project aims and objectives
            Students define and clearly communicate the overall aim of their project and show that they have broken this down into smaller, achievable objectives.
            Students show understanding of the difference between their aims and objectives, clearly communicating both their overarching aim in broad terms and specific objectives towards that will contribute to achieving this aim.
            Students express their project aim in broad terms, setting out what they hope to achieve at the end of their project. They clearly set out specific, defined and measurable objectives for their project and explain how these contribute to their overall aim.
            Project context
            Students explain the wider purpose of the project and explain some examples of real-world applications. 
            Students consider, in some depth, the broader implications of their project e.g. social or commercial, beyond the direct application.
            Students show comprehensive understanding of the wider context of their projects, how it could be used and the implications of this in the field more generally.
            Selection of approach
            Students explore a few possible approaches for their project and explain why they chose an approach over others.
            Students identify a range of relevant, feasible approaches for achieving their aim, explore the pros and cons of each, and clearly explain why they have selected their approach.
            Students identify a range of relevant approaches and show clear justification for their selected approach based on sound research and best practice in the field.
            Project strategy
            Students clearly explain their plan, showing how they decided on their strategy and why.
            Students communicate a clear strategy for their project and include an outline of decisions made and reasoning in their project work or profile form. 
            Students include a highly-developed plan in their project work or profile form, detailing their decision making and the reasoning behind it.
            Planning and organising
            Students work mostly independently and show they can plan and organise their time well in order to achieve their objectives.
            Students work independently to plan and organise their project, including a description of how they did this in either their project work or profile form.
            Students show they can plan and organise their time effectively, demonstrating a high-level of understanding of the tasks required, the skills needed to complete those tasks and allocate appropriate time and resource accordingly. 
            Use of material and human resources
            Students show they have made good use of the resources available to them.
            Students actively seek out appropriate resources and make relevant use of them.
            Students show they have actively sought out resources, and that they have made the most of what’s available to them.
            Students research some background information on their project and refer to their research.
            Students research the background to their project, referencing a range of studies and their sources appropriately, clearly demonstrating their relevance.
            Student show thorough and critical analysis of research in the field of their project, and use a consistent in-line referencing style throughout the project work.
            Conclusions and implications
            Students make logical conclusions and explain the implications of their project.
            Students explore the direct and indirect implication of their work, drawing comprehensive conclusions.
            Students clearly communicate the implications of their work, demonstrating how their project contributes to the field.
            Understanding of project outcomes
            Students explain how what they did affected the outcome of the project.
            Students clearly indicate their own role in the project and reflect on what they have learnt.
            Students communicate their development through the project process and reflect on their journey. 
            Reflecting on learning
            Students explain  what they have learned and have reflected on what they could improve.
            Students clearly indicate their own role in the project and reflect on what they have learnt.
            Students communicate their development through the project process and reflect on their own journey.
            Scientific or technical level
            Key stage 3/ Level 1
            3rd/4th level: First year – third year (S1, S2, S3)
            IB Middle years programme
            Key stage 4/ Level 2
            Senior phase: Fourth year – sixth year (S4, S5, S6)
            IB Diploma Programme
            Key stage 5/ Level 3
            Senior phase: Sixth year (S6)
            IB Diploma programme
            Decision making
            Students take decisions about how to progress in their projects with ongoing support from their education/mentor.
            Students lead the project and have regular access to an educator or mentor to discuss their ideas with.
            Projects are largely self-directed, students show clear project management skills and demonstrate how they have made their own decisions about how to progress with their project.
            Students show creative thinking when carrying out the project, for example when thinking about possible ideas and approaches for achieving the aim.
            Students demonstrate they have approached the project in an innovative way and explore novel outcomes.
            Students' projects contribute something unique to the scientific or technological community.
            Problem solving
            Students show they have considered problems and the wider context, coming up with relevant and realistic solutions.
            Students analyse facts and circumstances to apply creative approaches in developing realistic, innovative and original solutions.
            Students approach problems strategically, demonstrating sound understanding of the root of the problem, and coming up with solutions that are both innovative and founded on their resea
            Students present their project, explaining their aims and objectives, how they developed their project process and communicating their results. Students can explain how their project relates to the real world and what it might be used for.
            Students show clear communication skills, demonstrating an ability to present their project in a manner suitable for their intended audience. They use appropriate language and where relevant also include visual aids such as photos and graphs.
            Students pitch their project well for their intended audience (assuming scientific understanding but no background on the specific topic covered). They communicate clearly and demonstrate how they have met the assessment criteria. They use accessible language, include relevant graphs and images of their results with explanations, and present their work in an easy to understand manner.
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