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 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.
Ageing Society | AI and Data | Clean Growth | Future Mobility Research project ideas Project brief In this project you will choose one of the research questions below and write a balanced report in response: • How does loneliness impact on health? • If people are living and working longer, how will that impact on the future of jobs and careers? • Will new battery technology solve the energy crisis? • Can data and artificial intelligence beat cancer? You should start by researching the theme and making a note of the key issues. Next decide how you could approach the research question and where you could look for evidence to support your theory. Make a list of all the sources of information available to you on the topic. This might include news articles, professional journals, public opinion polls, policy documents, case studies and interviews with professionals. Decide which sources you will choose to look at in your investigation and why. Consider how you will record your findings in a logical way. If you decide to use case studies in your research, you will need to decide how you will select them. If you are looking at articles you might decide if they are generally positive or negative first before analysing the evidence. If you have access to public opinion polls, try to look at the raw data. You could investigate what people think compared with their background or demographics. You could carry out your own survey to find out what people of different ages and backgrounds think. You should plan and carry out your own interview with an expert professional. This could be a professional working in a related job or a researcher at a university. Things to think about • Who will benefit most from new technology, will anyone lose out? • Are there any ethical considerations? • What evidence is used to support the ideas in the articles you have read? • What problems did you face? • If you had more time, how could you extend the project further? • What are the implications of your findings to the real world? Useful resources Ask your teacher to help you find an expert mentor: • stem.org.uk/stemambassadors Articles: • wired.co.uk • newscientist.com • askforevidence.org/help/evid ence Public opinion surveys: • ipsosmori.com • yougov.co.uk 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); • if you collect your own data from surveys or interviews, make sure you get permission to use it in your project report; • 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 your teacher agrees with your plan and risk assessment. 18
Managed by www.crestawards.org email: firstname.lastname@example.org The British Science Association is the operating name and trade mark of the British Association for the Advancement of Science Registered charity: 212479 and SC039236 19
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.