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:


Northern Ireland



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3 years ago

Machine Learning Bronze

This resource is published under an Attribution - non-commercial - no derivatives 4.0 International creative commons licence (

Teacher guide Digital

Teacher guide Digital health In this project, focussed more widely on digital technologies supporting healthcare (not only those using AI), students will choose a recent digital healthcare development to research, such as telemedicine, web-based analysis, email, mobile phones and applications, text messages, wearable devices, and clinic or remote monitoring sensors. Students will research the use of digital technologies in healthcare delivery, with particular focus on the development of interconnected health systems utilising smart devices and data analysis to aid healthcare professionals and patients to both manage illnesses and health risks, and promote health and wellbeing. Students will be challenged to evaluate the potential of the latest developments in digital healthcare, and investigate the wider impact this might have. Prompts • Can you word your project title as a question? What are you trying to find out? • What issues are there with digital technology in healthcare? Healthcare is a service, so remember to think not only about whether the technology will work, but also how patients might react. • What factors might influence the decision to use a digital healthcare tool? Think about cost, timesaving, ease of use, trust and reliability. • How might new technological developments, like AI and machine learning, bring further changes in future? 6

Student brief Digital health Digital technologies are already transforming our healthcare systems. In the future, new developments, including those using AI and machine learning, have the potential to lead to faster and more accurate clinical decision making, making medicine more personalised and precise, as well as increasing and improving research and development. Imagine you work in a busy GP surgery. You have too many patients and not enough doctors and nurses. Other surgeries in your area are starting to use digital healthcare tools like telemedicine, healthcare apps, online services, wearable devices and remote monitoring sensors to reduce the workload of surgery staff. Your boss has asked you to look into these tools and produce a report explaining how they work and evaluating the pros and cons of the most promising tools. Getting started In this project you will select a range of new developments in digital technology to investigate, finding out how they work. You will then select one to focus on in more depth, and evaluate its potential utility, limitations, advantages and disadvantages. Start by finding out what telemedicine, mHealth and wearable devices there are. You could read up online using one of the links below or see if you can interview someone at a local surgery or hospital about what new technology they are using. Things to think about • What technology does this tool use? Does it incorporate AI or machine learning? • As well as thinking about the immediate impact on the patient, you might like to look into the long term implications of your chosen technology. Could the data be used to improve treatments or understand more about the causes in the future? • Does your technology protect patient privacy? • Not everyone is tech savvy. Would your technology exclude certain patients? • There are so many healthcare tools out there, how will doctors and patients know yours can be trusted? • How might technologies like AI bring further changes in future? Useful resources Find out what the NHS has to say about digital healthcare • • Healthcare apps Digital health in the UK Data privacy and digital healthcare Health and safety To avoid any accidents, make sure you stick to the following health and safety guidelines before getting started: • Find out if any of the materials, equipment or methods are hazardous using dent-Safety-Sheets/ to assess the risks (think about what could go wrong and how serious it might be). • Decide what you need to do to reduce any risks (such as wearing personal protective equipment, knowing how to deal with emergencies and so on). • Make sure there is plenty of space to work. • Clear up slip or trip hazards promptly. • Make sure your teacher agrees with your plan and risk assessment. 7

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Bronze level

Ten hour projects recommended for ages 11+. Find out more about this level and how to gain a CREST Award on the Bronze Awards page.

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Silver level

Thirty hour projects recommended for ages 14+. Find out more about this level and how to gain a CREST Award on the Silver Award page.

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Gold level

Seventy hour projects recommended for ages 16+. Find out more about this level and how to gain a CREST Award on the Gold Awards page

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