Discovery

Getting started guide

Engage your primary or secondary students
with STEM through an exciting, one-day project!
Typical age: 10-14
.
 The CREST
framework Contents
CREST Star and SuperStar are aimed at primary
school students aged 5-to-11 years. Students solve eight
one-hour science, technology, engineering, and maths 4 What is CREST?
challenges through practical investigation.

5 What is CREST Discovery?

CREST Discovery is a great first introduction to
project work and can be done in one day; typically
undertaken by 10-to-14 year-olds.
6 CREST Discovery Objectives

CREST Bronze allows students to experience the

project process; improving their enquiry, problem 7 Typical timetable for a Discovery Day
solving and communication skills. Typically completed
by 11-to-14 year-olds.

8 How it works
CREST Silver allows students to develop their own
project idea and gain experience of the scientific
process. Typically completed by 13-to-16 years. 10 CREST resource library

CREST Gold can be used to enhance UCAS personal

statements and is well regarded by employers. Typically
12 Example Discovery resources
completed by 16-to-19 year-olds.

16 Impact of CREST

18 Looking forward to Bronze

2 3
 What is CREST? What is CREST Discovery?
CREST is a scheme that inspires young people to CREST Discovery offers a great first introduction to
think and behave like scientists and engineers. STEM project work. Perfect for STEM enrichment
days, or transition projects, students complete
either a single activity or a series of linked
challenges with clear real-world contexts.
Student-led
It is the UK’s only nationally recognised Equivalent to:
scheme for student-led project work in STEM • England and Wales: Upper KS2 towards KS3
subjects (science, technology, engineering • Scotland: P5, P6 & P7
and maths). • Northern Ireland: Upper KS2 towards KS3
• International: IB Middle Years Programme

Cost £3 per student

Flexible
Student time required 5 hours
It gives young people aged 5–19 the
chance to choose their own subject and
methodology for their hands-on investigation. Resources Teaching guides, printable student resources,
presentations and suggested timetables
available for download on website

Assessment You or another facilitator should assess the

students as they work and enter them for their
Trusted award online
A consistent, high standard of assessment
and moderation is achieved for the scheme Upon completion Get certificates for your students
via our network of industry experts from the
STEM and education sectors. It has been
running since 1986 with tens of thousands of
young people taking part each year.

Accessible
It provides activities and project ideas
for a range of ages, group sizes and abilities.
From off-the-shelf, one-hour long challenges
through to large-scale, student-led projects of
over 70 hours of work or more, CREST can be
done by anyone.

4 5
 CREST Discovery Typical Timetable
objectives for a DiscoverY Day
CREST projects contain the following elements:

Real-world context Problem solving Independent

Students take part Students apply working Introduction 15min
in a project with creative approaches Students gain
links to real life when developing independent working
problems and solutions skills, completing
Set the
investigations their challenges
challenge and 15min
independently of
assign roles
adults

Student research 1 hour

Decision making Practical science Reflective practice
Students discuss Students complete Students explore
and decide how either a single scientific problems
they will carry out project or a series of and how to record 1.5
their investigation, linked challenges results Feedback and designing/making/testing solutions
hours
with prompts and
support from their
facilitator
Finalising ideas and preparing to present 1 hour

Reporting and Research Creativity

communicating Students acquire Students show
Students think new knowledge creative thinking in Group presentations 30min
about and share relevant to the task carrying out the
how to test their and learn how to project
ideas, and practice apply it
telling people what appropriately
they did Reflection 30min

6 7
 How it works

1
Sign up for a
2
Choose your
3
Run the day
4
Reflection
5
Assess your
6
Certify your
free CREST Discovery Day project(s) project(s)
account

You can use this Pick a Discovery Day This is the fun part! Students fill out a CREST Awards are Log in to your CREST
account to enter pack from the CREST CREST Discovery non-competitive and account, pay the entry
students, create library: http://library. You could run the passport and reflect on CREST Discovery is fee and request
projects, submit and crestawards.org/ activities as a full day the work they have about participating in a certificates. These will
assess students’ work, event or spread them done. Download the one-day supported be posted to your
pay CREST entry fees Alternatively, you could over several shorter passport here: https:// project. If the students delivery address.
and request certificates. arrange for an external sessions. Use the my.crestawards.org/ have taken part and
www.crestawards.org/ education provider to outline of the day on fully engaged with the
sign-in run a project with your the previous page as a activities, then they will
students. This could be guide. have met the Discovery
at your school, or as criteria.
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 CREST resource library
The CREST resource library hosts a wide range of Discovery Day packs.
Each pack includes guidance for your students, a suggested timetable and
materials for you to use, and some optional activities to kick off the day.

You can browse the Discovery Day packs we have available online at:
http://library.crestawards.org

7 info sheet: Why sanitation Matters Ergonomics Task sheet

Coding Task sheet

Ergonomics is an area of science that designs products and
systems with the needs of the user in mind, by combining fields
such as human biology and engineering.

People who work in ergonomics study a place, such as a school

or classroom, and make it better by designing new products or
ways of doing things. For example, in school you spend a lot of
time sitting and writing, so we can use ergonomics to design

The ‘Drop by Drop’ Student Pack

The use of computer programs has changed the way we live things like the chairs that you sit on and the things you write with.

will help you in your Stop the

Spread Challenge. It contains the
our lives. One of the greatest impacts has been through the Aim
In this workshop you will work in pairs to investigate how
ergonomics enriches the classroom through the design of
different products, specifically looking at solutions for seating
information and worksheets you development of the World Wide Web. It was designed by British and writing.
will need to get organised and
plan your project. Physicist Sir Tim Berners-Lee to allow researchers to share data One half of the pairs in the workshop will complete Part 1a and
the other Part 1b. If there is time, you can swap over. If there isn’t
easily. The result was a set of protocols that have been adopted enough time to complete both, your session leader will put you
into a group with someone from the other half of the workshop
more widely and have transformed the way we access and share so you can share what you have investigated.

information. You should make notes as you go through this workshop as you
will need to share your findings with your teammates.

Part 1a: Seating solutions

This pack has been produced by
1 Perform a desk check with a partner using the Seating risk
Practical Action for Youth Grand
Challenges in partnership with the
Working in pairs, the aim of the workshop is to investigate what assessment Fact file. These assessments are carried out in
workplaces on a regular basis to ensure that the equipment
Aim we use computer programs for and how they are designed. By
CREST Awards scheme. CREST is a
UK award scheme for 11-19 year olds and furniture provided is suitable for each member of staff.
recognising success, building skills and
the end you will have investigated apps and why we use them.
© UN Photo / Kibae Park

demonstrating personal achievement 2 There are many types of seating now available, including yoga
in science, technology, engineering and
maths project work.
balls and chairs with different arm or back rests. In some cases

To enter the Youth Grand Challenges

You should make notes as you go through this workshop as you seating has been replaced by ‘standing desks’. Using internet
research, make a list of the types of seating available and why
competition, supported by the Bill and
Melinda Gates Foundation, go to will need to share your findings with your teammates. they may be used.
www.youthgrandchallenges.org
3 Is there a type of seating that you would recommend for your
partner?

Part 1: Writing a program

1 Working in pairs write down the steps for how to make a jam

CLEAN WATER
sandwich.

2 Swap the instructions with another pair and use them to

AND SANITATION: Water scarcity make a jam sandwich. Are the instructions accurate? Are any
2 info sheet: Material Costs changes needed?

affects more Nanotechnology Task sheet

WHY IT MATTERS 3 When writing a program for a computer or app, logic

You will need to buy materials to make your hand washing model. Each
modelling material represents a ‘real’ material you would use if you were

than 40
building a hand washing device in Kenya. These can be divided into: Nanotechnology has allowed the creation of a large range of
• Locally sourced materials – these are available close to the school and in the
statements or flow charts can be used to replace the sentences different products with applications in healthcare, technology,
communication and many other areas. Nanotechnology refers
used to describe a task. Review your steps and try to replace
village e.g. bamboo, plastic bottles, rope. You should aim to use as many locally
sourced materials as possible as they are more sustainable to items which are very small in size and will often require the
manipulation of atoms and molecules.
the sentences used with logic statements or flow charts. Look

percent
• Imported materials – these will need to be transported from a town or city
further away. Generally they cost more to produce and you have to pay for the
transport into the village. Working in pairs, the aim is to investigate what nanotechnology
at the examples in the Logic statements Fact file, but you
What’s the goal here? Aim is and to find some specific examples. Can nanotechnology be
As an important part of your design you will need to balance the cost of of drinking water that used to enrich your school? You should make notes as you go
materials with their quality and their impact on the environment.
is fecally contaminated. should customise them for your task. through this workshop as you will need to share your findings
with your teammates.

of the global
Budget
Your budget is 125 credits. Keep track of how much you are spending on your
cost record sheet. Anything you use not listed on this sheet is free.
To ensure access to Some 2.4 billion people Part 1: What is nanotechnology?
Trading
Once you have bought materials you can’t just give them back if you don’t use
safe water sources and lack access to basic san-
Part 2: How do programs and apps enrich our lives? 1 Your session leader will either give you a sample to investigate
or show you a clip of a type of nanotechnology. You should

population and 4 Investigate different apps that you use regularly. Begin by
them…so think carefully before you buy! If you do have material that you don’t also refer to the Magic Sand and Ferrofluid Fact file.
need you can trade with other groups. sanitation for all. itation services, such as 2 To get an idea of the difficulties of controlling items on a small
toilets or latrines. Water reading about the different types of apps available in the scale, each team member should work with their partner to lay

Why? App guide Fact file. What type of apps do you use and
out the letters of a word (e.g. URENCO) using sweets, counters

Locally sourced materials Modelling equivalent Cost per unit

Access to water, sanitation
scarcity affects more than
40 per cent of the global
is projected what category are they in? If you have access to a tablet or
or beans whilst wearing large gloves. You are competing
against your fellow students to see who can complete the word
first.

to rise.
Bamboo stick Wooden skewer, lolly stick, straw 2 each

and hygiene is a human

smartphone try using some example apps from different 3 Research some more examples and applications using the
Rope String 1 per 5cm length population and is projected Nanotechnology Fact files provided and your own internet
categories. research.
Plastic/milk bottles Plastic drinks bottles/milk bottles free
right, yet billions are still to rise. More than 80 per
Tape Sticky tape/masking tape 2 per 5cm length 4 A time will be set by your session leader for you to gather
faced with daily chal- cent of wastewater result- together with the other students who are completing the
Bonding material Blu Tack 2 per small piece

lenges accessing even the

5 Summarise what you like and dislike about a selection of apps, nanotechnology workshop. Each pair should choose an

Glue Glue free ing from human activities example of nanotechnology to share with the rest of the group.

and describe how they might be used in the classroom.

Imported materials Modelling equivalent Cost per unit most basic of services. is discharged into rivers Part 2: Nanotechnology in school
5 Using the knowledge you have gained about nanotechnology,
Steel pole – long K’NEX – long piece (8cm of longer) 5 each what products are available that help with the following
or sea without any treat- challenges at school? Pick at least two to research.
Steel pole - short K’NEX – short piece (up to 8cm) 3 each Around 1.8 billion peo- • Graffiti
ment, leading to pollution. • Stains on clothes
Connector K’NEX connecting piece/paper clip/
split pin
2 each
ple globally use a source • Waterproofing of technology, e.g. phones
• Heat loss
Pulley Pulley 10 each • Electricity generation

Sheet of wood Card 3 per 10cm2 piece 6 How would using these impact on your school environment?

10 11
 Examples of a
Discovery Day
Challenge your students to think about hygiene Challenge your students to consider how science
and infectious diseases in a global context with and technology can improve their personal
Stop the this fun, hands-on activity.
Enrich my experience of learning.
spread classroom
Students design a water collection and hand Students participate in workshops on various
washing device and create education materials to science and technology topics to help them
communicate the importance of handwashing to generate ideas to enrich their classroom and
young children. Your students will need to think working environment. They need to think carefully
carefully about their mechanism of collecting and about the best technology to improve every day
distributing the water as well as the needs of their experiences. You could run this activity with a
target audience. class, a club or with a whole year group. If you are
in an out of school group, you could adapt the
In this project your students will: challenge to enriching your setting or learning
• Participate in a workshop about global health environment.
challenges
• Generate ideas for a water collector In this project your students will:
• Build and test water collector prototype • Participate in workshops on Coding,
• Produce a guide to communicate importance of Nanotechnology, Ergonomics, Magnetism and
hand washing to young children. Electricity
• Generate ideas for enriching the classroom
Outcomes • Develop chosen idea and prepare presentation
• Work with other students in a team to communicate it.
• Develop their presentation skills
• Reflect on their own learning and project Outcomes
management skills. • Work with other students in a team
• Present their findings
• Think critically about a problem and use
practical investigation to solve it.

12 13
 Challenge students to celebrate their culture and
heritage through the design and creation of a
Wild model, sculpture or interactive installation. They
creations could build a Wild Creation for their school, local
area, a target audience or to promote a local or
national event. They need to think carefully
about the materials as well as the size and cost
of building their creation.

In this project your students will:

• Investigate examples of existing Wild Creations
made from different materials and in various
contexts
• Develop a concept for their own Wild Creation
• Decide on a location and draw scale plans to
show the position
• Build a scale model of their Wild Creation
• Create a budget for the cost of building the
structure.

Outcomes
• Celebrate their culture and use science in a
real-world context with their own Wild Creation
• Work with other students in a team
• Develop their communication skills
• Reflect on their own learning.

14 15
 Impact of CREST

Jack, a teacher from London, has been running

CREST in his school for the last 6 years, and started
hosted Discovery Days two years ago.

In that time, he has found CREST to be a great way

“to offer something extra to students looking for a
challenge”, particularly those interested in the
real-world application of science.

Jack runs CREST as an extra-curricular club in his

school, which he’s called the CREST Society, and
it’s a space that allows students to learn new skills
such as referencing, research methods and data
analysis.

Jack believes that, “giving students the option to

explore any topic is equally thrilling for the teachers
who have to support the students, as it allows
everyone to discover something new”.

If he could offer just one piece of advice to other

teachers who are thinking about running CREST,
he’d tell them to “talk to other teachers and get
them on board”, as he believes that, “a team,
however small, will make CREST more manageable
and more enjoyable”.

16 17
 Looking forward Other guides
to Bronze available
Now that you and your students have finished
Find out about the range of
Discovery, why not move onto CREST’s secondary
activities and challenges available
stage and complete a CREST Bronze Award?
at Primary level.
Bronze projects are typically undertaken by 11-to-
14-year-olds and take 10 hours to complete. They
are ideal for students who want to have a bit more

PRIMARY
control over their project and start working more
independently. Bronze Awards are also well suited
to after-school clubs to be completed throughout a
school term.
Getting started guide
Find out how you can use CREST Star and
SuperStar to give primary children their first
experience of pupil-led problem-solving
challenges set in a real-world context.
Typical age: 5-11

SECON
CREST has the advantage of
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giving science clubs a focus. It is 13
-19

judged against criteria that are

clear, so students know what
they need to do. It encourages
investigation and allows
students to explore topics that
are not in the curriculum.

CREST Teacher

Find out more about how to run

CREST projects with students at
Secondary level.

18 19
www.crestawards.org

Managed by: Supported by:

Registered Charity No. 212479 and SC039236