Secondary project briefs (ages 11+)

Bronze Awards are typically completed by students aged 11+. They complete a ten-hour project which is a perfect introduction to STEM project work. Over the course of the project, teams of students design their own investigation, record their findings, and reflect on their learnings. This process gives students a taste of what it is like to be a scientist or engineer in the real-world.

Silver Awards are typically completed by students aged 14+ over thirty hours. Project work at Silver level is designed to stretch your students and enrich their STEM studies. Students direct the project, determining the project’s aim and how they will achieve it. They carry out the project, record and analyse their results and reflect on the project and their learnings. All Silver projects are assessed by CREST assessors via our online platform.

Gold Awards are typically completed by students aged 16+ over seventy hours. Students’ projects are self-directed, longer term and immerse them in real research. At this level, we recommend students work with a mentor from their chosen STEM field of study. All Gold projects are assessed by CREST assessors via our online platform. There are more CREST approved resources that have been developed by our partners and providers specific to your region.

There are more CREST approved resources that have been developed by our partners and providers specific to your region.

Find out how to build practical CREST projects into secondary science lessons using our free teacher guidance pack. Supporting this guidance are easy-to-use, free-to-download mapping workbooks, which match individual Bronze, Silver and Gold CREST Award projects with each area of the secondary science curricula for England, Wales, Scotland and Northern Ireland. You can download and save your own copy of the relevant mapping workbook via the following links:

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Bronze Silver Gold Partner resources

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All SuperStar challenges

The activities in this pack have been selected from our library of CREST SuperStar challenges. Children need to complete eight challenges to achieve a CREST SuperStar Award. If you want, you can mix and match challenges from different packs, as long as children complete eight SuperStar challenges. This resource is published under an Attribution - non-commercial - no derivatives 4.0 International creative commons licence (https://creativecommons.org/licenses/by-nc-nd/4.0/).

Playground Games

Playground Games PLAYGROUND GAMES Organiser’s Card About the activity This activity is designed to get children thinking about disabilities and creating games that are accessible and inclusive. Cosmic and Gem’s friend Lyra has limited vision, but would like to join in on their games. Can the investigators find some accessible games? Through this activity you will support your group to: • Learn about the effects of limited vision. • Design games taking into account the needs of different players. • Evaluate their games. Kit list PLAYGROUND GAMES • Games equipment such as bean bags, balls, cones, poles etc. • Bells and other noise makers • Torches and other lights • Ear plugs • Low-vision simulators etc. What to do 1. Read the ACTIVITY CARD to familiarise yourself with the activity. 2. Check the Kit list and ensure you have the correct resources. 3. Set the scene by discussing Lyra’s experience with the children. 4. Help children to decide what they can do to understand more about how certain games might limit access to children with disabilities. 5. Help children to collect resources. 6. Give children plenty of options when they research different inclusive sports e.g. using internet, books and leisure centre visit. 7. Ensure children think about how ideas can be tested safely.

Things to think about Visual disabilities can be experienced by using low-vision simulators. There are some suggestions for making these on the ACTIVITY CARD. Additionally you can paint different markings on goggles, block the central area of vision, block the whole lens apart from a small peep-hole or stick patches of translucent or opaque paper on the lenses. Other disabilities could be experienced by playing a game while sitting in a chair, by using ear-muffs etc. Keywords • Disability • Sports • Adaptation • Creativity • Accessibility. Watch out! Before restricting sight, hearing or movement, ensure the children are in a safe space and have appropriate support. Watch out for any children showing signs of distress. Follow your organisation’s guidelines for outdoor work. Make sure any alterations made to sports equipment are safe. British Science Association Registered Charity No. 212479 and SC039236