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



To browse the briefs, click the buttons below or scroll down.

3 years ago

Student guide - Gold

  • Text
  • Crest
  • Reflections
  • Mentor
  • Criteria
  • Individual
  • Submit
  • Completed
  • Assessor
  • Assessment
  • Wider
This resource is published under an Attribution - non-commercial - no derivatives 4.0 International creative commons licence (

For individual projects

For individual projects You need to add around half a page of reflection at the end of your report. It should cover: Tasks I completed and how my project was successful/not successful What I learned What impact the results of my project might have on other people/the wider world What I would have done to improve my work What I’d do to develop the project in the future A good example of a student’s personal reflections from an individual project would be: I was attached to Dr Thomas’ research team, working with him and one of his PhD students. My role was to investigate the tidal patterns in the Estuary to work out when the work on flood defences could be carried out. To complete my project, I had to gain an understanding of the work which needed to be done, the issues the tide would cause, and how available tidal information related to our site. I then had to come up with a way to use all of this information to provide the answer we needed. I did this by joining in the work of the group, to see how it all fitted together and bouncing ideas off my supervisor, Dr Thomas, and his PhD students. I was lucky that they also involved me in their work. I have learned a lot of new engineering knowledge, about hydrodynamics, geology and flood defences. I have also discovered how difficult project work can be because it requires people with different skills and knowledge to work together. It takes a lot of effort to make sure everyone understands each other and doesn’t make wrong assumptions. To improve my project, I would have spent more time understanding what was required at the beginning, so I had clearer aims and objectives, and asked more questions when I didn’t understand. This would have saved me a lot of work later in the project. I would also have used more than one set of tidal data to make my predictions more accurate. In future I would like to investigate the use of ‘soft’ flood defences which help to maintain biodiversity while providing effective flood defence.

6. Assessment After your project Your assessor will need the following to assess your project: • A copy of your project report • A completed CREST Gold Award student profile, which includes the project checklist and personal reflections about your experience and what you learned. When the project is done by a team, each team member needs to submit an individual student profile. To get a CREST Gold Award you need to demonstrate at least 11 of the CREST criteria at acceptable standard or above, covering all four sections of the criteria. You should also complete and demonstrate around 70 hours of project work per student. How we assess 1. You or your teacher/mentor should upload your project report and profile form. You or your teacher will need to create a log in to do this, if you haven’t already. 2. The assessor will read the documents you submitted. 3. The assessor will provide feedback on your work against the different assessment criteria. 4. If you meet the standard, you will receive your Gold Award. If not, we may: • Recommend you resubmit for a Silver Award • Recommend further work to be done or request further information before resubmission for a Gold Award • Make no Award at all

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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