Low-resource or low equipment sharing resources


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.


To browse the resources, click the buttons below or scroll down.
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Question generation for CREST

  • Text
  • Crest
  • Relevant
  • Measurable
  • Communication
  • Analysis
  • Challenges
  • Aims
  • Generating
  • Generate
  • Topics

The question After

The question After identifying a broad problem, you can start generating questions and narrowing down your problem into something that is measurable or testable. There is a good chance that your problem will be testable if you ask yourself good questions using the 5W1H (Who, What, Why, When, Where, How) method: • WHO: Who will benefit more from an existing technology? Who has more potential when it comes to doing a certain activity? • WHAT: What can be changed? Replaced? Improved? What is the most effective solution? What is the most productive way to do an activity? What features do they have in common? What factors influence an event? • WHERE: Where else could a product be used effectively? Where in the world does a solution have a bigger impact? • WHEN: When is the best time to perform an activity (‘best’ can be measured in productivity, ease, comfort, etc.)? When I change the course of the process, what happens? When tested for something, how do two groups compare? • WHY: Why is something like this? • HOW: How does one thing affect another? How does one part of a product affect the function of another if modified? How could it be simplified? How effective is that product? For example: My interest: Environment, Chemistry, Organising Current situation: No explicit paper recycling guidelines. Personal experience: Segregating recyclable paper is difficult. Question: Does recycled paper decompose more quickly than non-recycled paper? My interest: Health and beauty, Chemistry, Biology Personal experience: I got sunburn from the sun cream I used last summer. Question: Which brand of sun cream is the most effective? (make sure to check health and safety)

Here are question examples applied in different fields: • Biology: What fertiliser works best? • Chemistry: What natural oil works best in repelling flies? • Engineering: What is the most ideal design of a toothbrush? • Fashion: Which metals are suitable for making jewellery? • Food: What are the health benefits of tea? • Geology: What type of soil holds the most water? 1 • Health: Which foods are best for someone with a nutritional disorder? • Physics: How does aerodynamics affect sails? • Thermodynamics: What inside window covering is best in blocking outside heat? Now that you have chosen your question, the next thing to do is to determine how measurable your problem is. You should be able to answer all these questions 2 with a yes: 1. Is the topic interesting enough to read about and still relevant to work on for the next couple of months? 2. Are there at least three sources of written information on the subject? Reliable, recent and relevant literature gives you a context of history about your problem. 3. Is there another way of thinking about the problem? Can you simplify it? The broader the problem, the more difficult it can be to test it. 4. Is it measurable? Your question should be answered using measurable data in units such as count, percentage, weight, volume, length, width, speed, time, velocity, energy, etc. 5. Do you have a clear timetable? A clear plan steers you to achieving your goal more than when you do not have one. 6. If your problem requires an experiment or making a model, is it safe? If you have considered all of the above points, and can answer yes to them – fantastic, you now have your question! The next step is to figure out what process you should use to help you find your answer. Health and Safety You should create a plan for your project and a risk assessment before you begin any practical activity. You can use the CLEAPSS student safety sheets to help you. 1 https://sciencefaircentral.com/students/scientific-projects 2 https://www.sciencebuddies.org/science-fair-projects/science-fair/science-fair-project-question

Challenges for ages 5-11


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.


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Projects for ages 11-18


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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