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.
SLIPPERY SHOES Slippery Slidey Shoes Organiser’s Card About the activity This activity is designed to get children thinking about friction. Oops! Gem and Cosmic have slipped on the floor. Help them figure out how to stop it happening again. Through this activity you will support your group to: • Think about SLIPPERY why the shoes SHOES slipped on the floor • Test different shoes and observe which ones are the most and the least slippery • Record their results and share them with the group Kit list • A collection of shoes to sort and test • Wide ramp e.g. a shelf, a wipe board, a tray • Different materials to cover the ramp (optional) What to do 1. Follow the structure on the ACTIVITY CARD. Make sure that you give children time to talk about their ideas. 2. Read the story. Then get the children to talk about the questions and the opinions of Cosmic, Gem and the Caretaker. 3.Talk through how they might test the shoes but encourage children to use their own ideas too. 4. When they have finished talk about why the best shoes were best. Children could also take photographs wearing slippery and non-slippery shoes or draw a picture of Cosmic and Gem wearing the non-slip shoes. 6.There are follow up activities for children who want to do more.
Things to think about The children may want to explore sliding the shoes on the ramp first before they test each shoe systematically. It is good if children decide to use their ramp in different ways from the one suggested on the ACTIVITY CARD. They might try lifting the ramp to see when the shoes slide. They might try two shoes at a time. They might try changing the surface of the ramp to see why Cosmic and Gem slipped on the hall floor but not on the carpet in the corridor. Take it further SLIPPERY SHOES Friction between surfaces stops things slipping. If shoes and surfaces are very smooth, there is unlikely to be much friction. If either surface is roughened a little, the shoes will generally grip better. High-heeled shoes are slippery as they do not have very much surface in touch with the ground. Some wellingtons can also slide easily because they are designed to be used in muddy conditions, not on smooth surfaces. Changing the floor surface will make an obvious difference to sliding. Polish reduces friction. Carpet is much rougher, which increases friction. Keywords • Friction • Slip • Surfaces Watch out! Be cautious about children trying out the activity for real on a slippery floor. British Science Association Registered Charity No. 212479 and SC039236
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.