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:


England

Northern Ireland

Scotland

Wales


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3 years ago

World wide washing collection

what a waste Research

what a waste Research project How is water processed before it reaches our homes? - Trace the path of water from rain into your school or house What happens to the waste water that leaves our homes via the sewage system? - Can you see where waste water leaves your house or school? - Do you know where your nearest water treatment plant is? How is waste processed to make it safe? - Find out about waste water treatment. - What solid and liquid materials must be made safe? - What turns materials from harmful waste into safe materials? What happens to the materials when they are processed? - What material are produced as a result of treatment? - What are they used for? What alternative toilet systems are there that people in the developing world might use? - Do all toilet systems work like ours do? - What happens when there is no water supply or sewage system? What is the impact on health and wellbeing when toilet systems are introduced in these communities? - Do they cause any problem? - Are there health or wider social implications? What is the link between standing water and malaria? - Find out about how Malaria is spread - What part does water play in the spread of Malaria? What is being done to reduce the spread of Malaria? - What can individual people do? Washing with plants Practical project Initial research to find out what plants might work well. - What sorts of plants are used in products you can buy? - Are there groups or families of plants that appear to work well? - Use nature books and biology guides to identify key plants. Deciding how you will find out if they affect bacteria. - What methods could you use? - Use textbooks/ the internet/ teachers and technicians to find out What measurements might you take that will help you decide which is the most effective plant? - What could you measure and record to see if there is a difference? - How could you present your measurements? Does the way you process the plant make a difference? - Think of different ways of extracting plant materials. - Try testing to see which is the most effective. What safety precautions must you take when working with bacteria? - This is important, what risks might there be? - Put together a risk assessment to ensure you are doing this safely. Is a single experiment good enough? - How will you make your tests fair? - Will you need to repeat anything? Can you collaborate with other groups to verify your findings? - Collaborating will enable you to see if you get the same results and others, and if not think about why not. - You might be able to test more plants if you share your results. - Collecting data from more than one group could help you get better results.

top toilets! Communication project What low tech but effective sanitation solutions are there? - Look at different types of toilets used across the world. - Which ones do not require plumbing and sewage systems? How do these systems work, what materials are required and how much time and effort is needed to build them? - Look for diagrams, descriptions and videos online How will the maintenance of these systems be organised - What ongoing maintenance do these systems need? - How often do they need servicing - Do they need a skilled person to do that? Why do these systems benefit groups such as the elderly or women in particular? - Why might these groups need special consideration? - What additional problems might they face that others don’t? What problems might going to the toilet in the open cause? - Imagine yourself in this situation, what would you feel? - What are the health consequences? - find out about ‘flying toilets’ Which groups are the hardest to persuade and why? - Identify different groups, Why might they take a different view? What economic benefits might the community gain from developing such systems? - Think about the consequences of the systems not being there? - What problems might they solve? - How would this enable people to work more, grow more or earn more? Useful Links www.unicef.org/wash/index_wes_related.html Information about common water and sanitationrelated diseases www.un.org/sustainabledevelopment/health/ Information on Global Goal 3 ‘Health and Wellbeing’ www.bit.ly/40-shocking-facts-about-water Interesting facts and statistics on water www.youtube.com/watch?v=LCKsU4bPFOQ Video on why Global Goal 6 is important in eradicating poverty www.wateraid.org Information about the challenges of water and sanitation www.practicalaction.org/improved-toilets-3 Sanitation systems used in different countries Health and safety Please do encourage students to take out their own risk assessments if they are carrying out a practical project or a survey, then check them yourself. CLEAPSS will provide any advice should you need it. www.cleapss.org.uk Does defecation into standing waste water have other disease implications? - Think about diseases that stagnant water might encourage. - Are any of these significant problems in the developing world?

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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Bronze

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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Silver

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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Gold