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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Typical project timeline Featured Bronze project Planning and research 2- 10 hours Make sure your students spend some time undertaking background research on the topic they are exploring. Get your students to plan their approach to the project – this might change, but it’s still important to record their initial thoughts. Consider finding a mentor (see page 11). Make your own toothpaste In this project, students will make their own toothpaste and compare it to other commercially available toothpastes. Students then develop a recipe and write a standard operating procedure so that anyone can make the toothpaste. Get a taste of the resource with the below extract: First things first, you need a recipe for toothpaste. You could find your own on the internet - try searching for ‘homemade toothpaste’. Undertaking the project 6- 40 hours Get your students working on their design/ practical investigation or other project work. They should record their progress and any changes to the approach. Get their mentor involved if they have one! You could do a taste test with your toothpaste by asking your classmates to taste a little bit of it (but don’t swallow!) and say what they think. They should do the same with other types of toothpaste – don’t tell them which is which! Look at all the things your classmates said about the different toothpastes and decide if you think your recipe needs to be changed slightly. For example, you might want to add a little bit more flavour or add a different colour. Reflecting and evaluating 2- 10 hours Get your students to reflect on the work they have done. CREST assessors are looking for the creative process of the project, so make sure the students reflect on their work and how they could have improved it. An unsuccessful science experiment does not equal an unsuccessful CREST project! Download the full activity from the CREST library at: http://library.crestawards.org 12 13