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.
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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Make and test ceramic jewellery For this project, you will use clay as your ceramic. You will design and shape beads and/or pendants to make a necklace or bracelet. You will investigate ways of finishing the clay – in other words, colouring it and protecting it. You will then carry out tests to see how strong your product is. . Getting Started Start by researching the properties of clay. Designing your jewellery: Now design a ‘multi-piece’ beaded necklace or bracelet using at least five beads. Think about the size of the beads and if you will vary them. Will you make holes in them before or after the clay is fired? What colour will you make them? How will you apply the colour? Making and testing the beads: Now that you’ve designed your beads you should go ahead and make them. Once you’ve made your beads you should test them - the tests will, more than likely, be destructive, so make sure you’ve made more than one set of beads! What tests will you use? The beads should be fairly strong – you don’t want them to break easily. The finish should protect them against everyday abrasives and water. You will also have to consider how to fasten the chain. You could try buying the equipment from a craft shop – the items you’re looking for are called clasps, crimps and jump rings. Mass production: You’ve successfully made a piece of jewellery - but what if you wanted to mass produce your designs? Think about how the manufacturing process would change if you had to make your jewellery in batches of 50. Click to edit project description Things to think about What are the advantages and disadvantages of using clay for jewellery? Find out about the process of firing clay and the different ways of finishing clay. What sorts of glaze are available? What happens when they are heated? Can you decorate or colour the clay after it’s been fired? What happens if you fire the clay at different temperatures or different lengths of time? Useful Resources You may wish to contact a local potter or your school/college art to ask about the properties of clay.