Discovery challenges (ages 10-14)

Typically completed by 10-14 year olds (Key Stages 2 and 3), students work collaboratively on a five hour project or challenge in self-managed groups. They record and reflect on their work during the project, using a CREST Discovery passport, and communicate their findings as a group presentation.
Each pack below provides teaching guides, kit lists, example timetables and suggested starter activities to help you run your day. Find out more about this level on the Discovery page .

There are many more CREST resources which have been developed by our partners and by providers in your region. Click here for links to CREST accredited resources developed by partner organisations, CREST accredited schemes and education providers who can deliver CREST accredited activities.

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6 months ago

Enrich my classroom

  • Text
  • Nanotechnology
  • Electricity
  • Workshop
  • Materials
  • Task
  • Classroom
  • Apps
  • Ergonomics
  • Investigate
  • Magnetic
  • Enrich

Set-up A suitable room

Set-up A suitable room or set of rooms should be chosen, based on the number of students participating. Every team should have a table, and enough chairs for 5–7 team members. Teams will need access to the internet for research, which may mean making an additional computer lab or IT suite available for use. Paper and pencils for drawing and sketching ideas should be available. Specific additional resources are required for each workshop, these are detailed below. Team organisation At the beginning of the day students should be arranged into groups of 5–7. Once the introduction is complete, each team should decide on a Project Manager. This person will co-ordinate the team to determine who does which workshop, and moderate discussion relating to the challenge. At the beginning of the challenge session, the team should allocate a role to each of the remaining students in the team, these include: • Communications Manager x1 • Market Research Manager x1 • Research Manager x1 • Engineer* • Designer* * number depends on size of team, multiple roles available if necessary. When roles are being assigned students should bear in mind the strengths of each individual. For example, the Project Manager will need to co-ordinate all the team members to ensure that the team completes the challenge within the time limit. Team role cards can be found in Appendix C, these can be used as reminders to help with this stage, however if a team is struggling to allocate roles, members can simply draw a role. 8

The presentation Teams will demonstrate how they have met the challenge by presenting their ideas to their peers. Each team should prepare a presentation that is no longer than 5 minutes, with each member contributing. The content of the presentation should include: • An overview of what they are enriching • Information on how they came up with the idea • Sketches, drawings or images to illustrate how their solution works. If time allows, other teams may be given the opportunity to ask questions. This should be for no more than 2 minutes. Due to the time available for this session, no more than six teams should be grouped together to present to one another. This means that everyone will have enough time to present and ask questions. 9