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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1.7 Whatever kind of project you decide to do, you need to carry out some kind of test or research – This might be a scientific investigation; testing out a design; testing whether a piece of communication works or testing how valid your research is. Testing is an important part of the project process and you might decide to change or add to your ideas after you test them out. It’s important that your tests are as fair as possible and that you have thought about all the possible variables. What I will test How I will test it How I will control the variables Example: How the amount of baking soda affects how long a bath bomb fizzes for Make bath bombs with different amounts of baking soda and put in water Same size tub for water Same volume of water Same temperature water Same weight of other ingredients 1.8 Stay safe! – Are there any health and safety risks in what you plan to do? What can you do to minimise the risks? Check your plans with your teacher.
2 - Throughout your project Now you have planned your project, it’s a good idea to break the project into tasks that will need doing and organise: • When each task needs to be completed by • Who does each task (if working in a team) and if others may need to help you • What resources you might need If you have a final project deadline (e.g. to enter a competition) then keep this in mind. 2.1 The following table might be useful (the first row is filled in as an example) – You can add to it throughout the project and use it to track when things have been completed. It is a good way to decide if and when you might need help from other people (i.e. a technician, teacher or mentor) so that they can plan their time too. Task Who’s responsibl e? What help might I/we need? What resources do I/we need? Completed by when? Finished ? Example: Decide what practical tests we want to perform on our product so we can set tests up Sarah Teacher to show us what equipment is available Access to the school labs to see equipment Beginning of February Feb 5th