The resources on this page have been selected to support educators in finding CREST project ideas that require little equipment, can be run outside of a lab or at home, and use equipment that doesn’t require much sharing.
Find out more about the different CREST Award levels here: CREST Awards.
At primary level, our curated home learning packs don’t require many resources so they’re perfect to use either in the classroom or at home. For Primary teachers who have CLEAPSS access, we recommend this piece on doing Practical activities within your bubble.
At secondary level, each project brief has an overall challenge, ideas for getting started and a list of resources you might need. Read the health and safety section carefully before you begin. Young people should create a plan for their project and a risk assessment before they begin any practical activity. You can use the CLEAPSS student safety sheets as well as the rest of the CLEAPSS website to help them.
If you are looking for further advice on how to get started with CREST, visit our help centre and check out our FAQs.
If you are looking for ideas for running CREST at home, many of the below resources are suitable, and you can still access our Star and SuperStar Home Learning packs below. If you need further support, check out the CREST at home section of the Help Centre.
Clean Growth Wind Power Activity created by Project brief In this project you will investigate wind power as a sustainable energy source and design a simple wind turbine capable of lifting a cup off the floor up to bench height. Over a third of the world’s population have no access to electricity. Because it is vital in lifting people out of poverty, the UN identified affordable and renewable energy as one of the Global Goals to solve poverty by 2030. List all the things you use electricity for in a typical day. Think about all the different ways in which electricity is generated, including renewable energy. Do some research to find out more about the advantages and disadvantages of different sources. Use your STEM skills to design a simple machine that uses wind (from a hairdryer set to cold) as the power to turn blades and lift a cup off the floor. Think about the design of the blades, how to attach the blades to a shaft and how to attach your machine to the desk. Test your machine then try adjusting size, number, shape thickness and angle of the blades and test again. After each test, record what works and what could be improved. Think about how to make testing different designs a fair test, e.g. ensuring the hairdryer is a fixed distance away from the blades. How could you make your design more sustainable, for example, by changing the materials you used or the amount of material? Things to think about • What happens when you increase the size, shape, thickness, angle or number of the blades? • Could you rely solely on wind power to generate electricity for your home? If not, why? • What materials could you use for a full-size version? • Where would be the best place for a wind turbine in your school or local area? • How do you think access to energy would change the lives of people living in the mountains of Nepal? 12 Useful resources • practicalaction.org/energy-and-theglobal-goals • practicalaction.org/energy • practicalaction.org/global-projectideas • globalgoals.org/7-affordable-andclean-energy • youtu.be/usISdE-WSWU Materials • Scrap card • Sellotape • Masking tape • Blu tack • Split pins • Pencils • Scissors • String • Paper/plastic cup • Weights (gram weights or pennies) 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 science.cleapss.org.uk/Resources/St udent-Safety-Sheets/ • assess the risks (think about what could go wrong and how serious it might be); • Ensure the hairdryer is set to cold • 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.
AI and Data Fighting fires with the Internet of Things Activity created by Project brief In this project you will explore the needs of a modern firefighter, their working environment and the equipment they use. Using this research, you will generate a design for a new product which uses data collection to enhance the efficiency and/or safety of firefighters and those they help to protect. The Internet of Things is a network of connected devices such as cameras, vehicles, and sensors which interact, exchange data and automate tasks. This exchange of data and automation of tasks can be used by firefighters to help them do their jobs more safely and more efficiently. Do some research to find out more about the Internet of Things, what it is and how it is being used. Find out about the types of tasks firefighters do. When they aren’t working to put out a fire, what other tasks do they do as part of their job? Once you have a clear idea of the tasks that firefighters undertake, record the environments that they work in, the types of equipment that they currently use to do these tasks and the challenges or problems they face. Using your research, think about where the Internet of Things or connected devices could make firefighters’ jobs safer and more efficient (saving time, materials, money). You might choose to improve a piece of existing equipment or invent a completely new one. Record all your ideas and decide which one you would like to continue to develop. You could use materials like cardboard, paper, textiles and sticky tape to create a model of the final idea. If you have support from a teacher or mentor, you could try prototyping how the data collection part of your idea will work using a micro:bit or another programmable controller. Things to think about • When they aren’t working to put out a fire, what other tasks do fire fighters do as part of their job? • What tasks would a machine be better at than a human? • What do you think the role of a firefighter will be like in the future? • Could you contact a firefighter to see what they think of your idea? Useful resources • stemlearning.wistia.com/med ias/i58xdbw1ma • Programmable board (i.e. micro:bit, crumble etc.) • Contact with a fire station visit or professional firefighter 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 science.cleapss.org.uk/Resou rces/Student-Safety- Sheets/ • 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); • check your plan for using tools and materials with a teacher before beginning any practical work; • make sure your teacher agrees with your plan and risk assessment. 13
These challenges take about an hour each. Once you have completed eight of them you can get a CREST SuperStar Award. Start by downloading the Passport. Children can use this to record each activity they complete.
Our curated packs for home learning require very little equipment or resources, so are ideal now that you are back in the classroom. They also add flexibility as students can finish their Star or SuperStar Award at home, if needed.
Each challenge has an organiser card and an activity card. All the instructions to set up the activity are in the organiser card. Read the 'watch out' section carefully before you begin. Children can use the activity card or you can read it through together.
Find out more about Star and SuperStar levels here.
Each of these projects take between ten and thirty hours to complete. The project briefs have an overall challenge, ideas for getting started and a list of resources students might need. Before they begin, students should read the health and safety section carefully. Once students have completed their projects, they can get a CREST Discovery, Bronze, Silver or Gold Award. The amount of time spent on the project and how well they met the CREST criteria determines the level students will be awarded.
Start by downloading the relevant Workbook or Profile Form below. Young people can use these to help them complete their project and record their progress.
Young people should create a plan for their project and a risk assessment before they begin any practical activity, which should be checked by a teacher. You can use the CLEAPSS student safety sheets as well as the rest of the CLEAPSS website to help them.
For Bronze projects, once a student has completed their project, you can sign up to assess it and order their personalised certificate here. Bronze assessment is incredibly easy and can also be adapted for at-home learning if needed due to unexpected lockdowns, meaning parents can always assess when teachers cannot. Check out how to assess a Bronze project here
For Silver and Gold projects student work will need to be submitted online and will be assessed by a CREST assessor. Learn more about assessment for Silver Awards here
Find out more about Bronze level here.
Find out more about Silver level here.
Find out more about Gold level here.
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