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.

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Bronze Silver Gold Partner resources

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Bronze Grand Challenges

The Industrial Strategy

The Industrial Strategy Grand Challenges Student handout Clean Growth How could you heat and light your home or school if the power was cut off? In order to combat climate change, we need to move towards a low carbon, more resource efficient way of life. We need to develop new technologies for energy generation as well as products and services which ensure everyone has access to sustainable and affordable energy. That means using renewable sources of energy, reducing waste and improving efficiency to reduce our energy use. In future, energy might be produced more locally using solar panels, wind turbines or biogas generators. As well as generating energy, the development of battery technology is vital to ensure that energy is available when it is needed. This will affect homes and schools too. Improvements in the design and construction of buildings will help us reduce the amount of energy we need. The government has announced a mission to halve the energy we use in new buildings by 2030. It has also announced plans to hold a competition to design a home of the future – to build more energy efficient homes for all generations, with high quality affordable design. What would your ideal home of the future be like? 8

The Industrial Strategy Grand Challenges Student handout Future of Mobility Would you travel on a bus powered by human waste? Everyone needs to be able to get around – from travelling to school or work to visiting friends or going to the shops. We’re reliant on our transport systems to get from A to B. But it isn’t just people that need to move around, products need moving too – from warehouses to shops or direct to your home. Planning for the movement of people, goods and services around our towns, cities and countryside is a big challenge. Solutions might include driverless cars, more shared transport, electric bikes, drone delivery, low carbon air travel and using mobile apps to get people walking more. The important thing is to ensure that transport is available when we want it, where we want it and how we want it. Future mobility solutions must also meet the needs of everyone including older people and those with disabilities who might currently find it more difficult to travel around. How would you improve the transport in your local area? 9