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.
Teacher guide A world without driving In recent years, developments in self-driving car technology has progressed significantly. Current models use a variety of sensors to perceive their surroundings, and have advanced control systems to interpret sensory information in order to identify safe routes, avoid obstacles and respond to relevant signage. Many countries already have vehicles on the road with ‘self-driving features’, and although there is a lot of debate about when, it seems inevitable that we will see increasing numbers of self-driving vehicles in the future. In this project, students will research the predicted potential implications of a world with predominantly driverless cars, such as safety (traffic collisions), driver welfare, time-saving, mobility for the elderly, car interior design, traffic management, speed limits, vehicle insurance, environmental impacts (fuel usage), parking spaces, employment (driving jobs) and so on. Prompts • Can you find data about existing fleets that are using self-driving features? What impact has this had? • As well as thinking about the implications for the lorry company, you should also consider the wider impacts of switching to self-driving. • What would need to change about the way we organise driving and vehicle regulation if self-driving vehicles were widely used? 8
Student brief A world without driving Many countries already have vehicles on the road with ‘self-driving features’, and although there is a lot of debate about when, it seems likely that we will see increasing numbers of self-driving vehicles on the road in the future. Imagine you work for a company that provides long distance lorries to transport goods across Europe. You have heard a lot about self-driving lorries, and think that in order to stay competitive you might need to switch in the future. Your initial research found that many people predict a change to self-driving vehicles would have huge implications in terms of safety (traffic collisions), timesaving, mobility for the elderly, car interior design, traffic management, speed limits, vehicle insurance, environmental impacts (fuel usage), parking spaces, and employment (driving jobs). You now want to do some more in-depth research into the issues that would most affect your business. Getting started Start by reading up about the different predicted implications of self-driving lorry fleets. Find out about the potential benefits and challenges. Based on your research choose two or three areas to focus on, and conduct some in-depth research using the links below as a starting point. Use data to support your arguments. Useful resources • Impact of self-driving trucks https://www.dfds.com/en/about/insights/ newsletters/self-driving-trucks • 50 implications of self-driving cars http://www.rapidshift.net/50-mindblowing-implications-of-self-driving-carsand-trucks/ • Impact on professional drivers https://www.theguardian.com/technology /2016/jun/17/self-driving-trucks-impacton-drivers-jobs-us 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 http://science.cleapss.org.uk/Resources /Student-Safety-Sheets/ to 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 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. 9
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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