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:
To browse the briefs, click the buttons below or scroll down.
The sanitation divide Research project Different toilets across the world - Find out about the distribution of toilets in different areas, use data on how many people have to share a toilet - Toilets might be in private homes or in communal areas Sanitation projects that are improving people’s lives - Find out about previous or current projects - How successful or unsuccessful have they been? Trends over time within and between countries - How has the situation changed in recent years? Ways of communicating that many audiences can access - What might the best way to communicate your research? - What makes for effective presentations or information for different audiences? Benefits of good sanitation to health and wellbeing - What are the health benefits for individuals and communities? - Are there other benefits beyond just improved health? Impacts on groups such as the elderly and women - What problems does a lack of an organised sanitary system create for specific groups such as the elderly and women? The role people in developed countries can play - What support might individuals or groups provide? - What support might NGOs or governments provide? - What role should we be playing in supporting developing countries? Extraordinary Extractions Practical project The separation techniques that will give you the purest samples - Think about simple and more complex extraction techniques - Would combining more than one technique be helpful? - Removing the bulky plant matter will be important but you don’t want other chemicals you add to affect your investigation. Methods that could test plant’s antibacterial properties - Consider experiments you may have done in the past with bacteria - Remember the context is the removal of existing bacteria not inhibiting the growth of bacteria Development of a hand sanitizer from the extracted chemicals - Does the plant require a medium to apply it? - Consider shelf life and transport. Testing to see if they are safe to use - In theory how would you test the extracts? - Do a risk assessment on testing extracts on your skin (with help) Collaboration with others to test many plants not just a few - Scientists from different groups often share results - Verifying your own findings, adding information from other studies and peer review are all important processes in science investigations Developing the extraction techniques that people in developing countries without specialist equipment can also use - What specialist equipment have you used? - Can you substitute your equipment with something cheaper and/or more sustainable?
Sanitation for All Communication project Successes in this area of work - What can you find out about projects that have worked well in the past? - What can you learn from them? Projects that have failed in the past and why - Can you find out about problems some projects have experienced? - Can you learn anything from their experiences? The costs involved - Costs are a major consideration, can you estimate any costs? - Previous projects may help to give you a guideline. The funding that could be used to support these developments - Find out where similar projects have secured their funding from - What large organisations fund global development projects? The benefits to health and wellbeing - Consider the health benefits to different groups of people - Are there wider benefits for specific groups of people or vulnerable individuals? - What problems can a good sanitation system it help overcome? Useful Links www.unicef.org/wash/index_wes_related.html Information about common water and sanitation-related 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 Persuading local officials who may not live in the area themselves that this is an important project - Not everyone may think this is progress, who might be against such projects or not interested in supporting them and why? - What arguments might you use to persuade them of the benefits to the area as a whole?
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.
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.
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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