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

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Discovery Day A

Discovery Day A Introduction As part of the introduction, the session leader will set the scene for the day using the introductory presentation supplied. Notes are provided for each section. Where possible, students should already be allocated and sitting with their teams before the introduction starts. Introductory presentation overview: • Programme for the day • Context • Engineering process of design and test • 30 years of classroom changes • Workshop outlines • Workshop choice/allocation. Please see the notes view within the ‘Session Leader Presentation Slides’ for full details. There are a set of images to be used in the ‘30 years of classroom changes’ activity (see Appendix A). Pupils can be asked to sort these as part of the introduction to encourage them to think about how science and technology have changed the classroom. If possible, pupils could prepare for the day by asking friends and family about what the classroom was like when they were at school, and sharing this research in the introduction. B Research phase: workshops This section outlines each workshop in turn, detailing the supervision and resources required to run each one (a summary of all of the resources required can be found in Appendix E). This should be read alongside the Task sheets for completeness. Students should work in pairs in each workshop, which will likely mean pairing students from different teams. As team members will be completing different workshops, they should be encouraged to take notes to help them provide feedback to their teammates. 10

Workshop 1: Coding Overview and background The use of computer programs has changed the way we live our lives. One of the greatest impacts has been through the development of the World Wide Web. Designed by British Physicist Sir Tim Berners-Lee, with the aim of allowing researchers to share data easily, the result was a set of protocols that have been adopted more widely and have transformed the way we access and share information. Aim Working in pairs, the aim of the workshop is to investigate what we use computer programs for, and how they are designed. Part 1: Writing a program • The aim of this activity is for students to think about the steps required to complete an ordinary task (making a jam sandwich), and how those steps can be converted into statements for a computer program. • The Logic statements Fact file should be provided to each pair. Part 2: What do we use programs for? • The second section encourages students to think about why we use computer programs, but apps in particular. There are different categories of apps available and they should investigate each of these. • If possible, students should use smartphones and tablets to research different types of apps. If this isn’t possible, then we have provided an App guide Fact file with an overview of the categories and some example apps. You will need to provide: 1 Writing materials 2 Access to computers for internet research You will need to print: 1 Task sheets (1 per pair) 2 Logic statements Fact file 3 App guide Fact file 11