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.
TOP TIPS for students completing a Silver project 1. Understand the problem Find out more about the topic and make sure you are clear about the problem you need to solve and the time you have. If you are developing your own project idea, discuss your ideas with your teacher or mentor. 2. Plan your approach Draw or write a plan showing how you will approach the problem, the tasks you will complete, the resources you’ll need and how long you will spend on each task. Ask your teacher or mentor for feedback on your plan. 3. Watch out! Identify any risks to health and safety or ethical concerns you think there will be. Decide how you will limit or overcome these risks. Show your risk assessment to your teacher. 4. Research Find a professional mentor by contacting your local STEM Ambassador hub: stem.org.uk/stemambassadors/local-stemambassador-hubs Find out more by doing some research using the suggested links on the project page. Research relevant news articles, blog posts and other media sources. 5. Use your research to improve your plan and generate ideas Use your research to help you come up with a possible solution or to select the best experiments to use in your practical work. 6. Finalise your idea and carry out practical work Carry out any practical work including experiments, surveys, designing and making activities. When testing your ideas, make sure you make it a fair test and record all your results clearly. You could also use photos and a diary to record your project activities. 7. Concluding your project What have you found out by doing your project? Did you come across any problems, how did you overcome them? What is the impact of your project for other people, how could it be developed further? 4 8. Choose the best way to communicate it Tell others about what you did. You could use a written report, a digital presentation, a blog or a poster display. Make sure you include each stage from planning through to the conclusion. Remember, science isn’t just about data. The most successful projects will demonstrate good communication skills and show original ideas that address a realworld problem. Even if things go wrong, use this to show what you have learned.
Drought detectives Project brief Water is vital for sustaining life, so droughts impact people's lives in many ways. Plants and animals need it to live; we use water to grow the food we eat, keep ourselves, clothes and dishes clean, but it also plays a big part in leisure activities such as swimming. In this project, you will research how droughts could affect your local area. Imagine you are an Environmental Surveyor from the local council. Your job is to take a closer look at how a lack of water could affect your community. Choose one area of life to focus on, such as food, agriculture, business, housing or health. Find out: • The effects a drought would cause • The systems in place to deal with a drought Start by picking which area of life you want to focus on. Do some research to find out some general information about your chosen area. For example if you choose ‘business’ find out how many businesses there are in your local area and what type of businesses they are. If you choose housing, find out how many people live in your area and what kind of housing exists in your community. Now your research has a good foundation, delve deeper into how your chosen area uses water, and how much it uses. Next, take a look at what impact a water shortage would have to your chosen topic. Think about ways to communicate what you have learned. Things to think about • How would a drought affect local ecosystems? • Are there any long-term effects caused by droughts? • What are the cost implications to the local community? • What is being done to reduce the impact of droughts? • When do temporary use bans get enforced? Do they work? Useful resources A report on the effects climate change has on water in the UK: nerc.ukri.org/research/partners hips/ride/lwec/reportcards/water Facts on droughts in the UK: water.org.uk/consumers/droug ht The Environment Agency’s drought response plan: gov.uk/government/publication s/drought-management-forengland Take a look at how your local council and water company prepares for droughts – they may have information on their website. Water companies are required to update their drought plan every five years. 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); • Make sure your teacher agrees with your plan and risk assessment. 5
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.