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.Click on the links or scroll to browse
Practical activities There are several different activities and resources to use throughout the presentation, including: • What does culture mean to the team? • Concept development for a Wild Creation • Location planning, including drawing a scale map • Concept refinement and model making • Creating a range of marketing material examples • Creating a detailed budget for the project, making sure the most appropriate materials are used at the best cost Equipment and resource list for each team For general working: • Ideally, tables and chairs grouped together (in a hall for a large group or a single classroom for small groups) • Whiteboard or projector presentation facilities • Where possible, access to computers/iPads for research • Paper for rough working • Coloured pencils or felt-tip pens For the location map: • 4 pieces of graph paper • Sellotape For model making: • Sticky labels to write names and roles on • Plain and coloured paper of a range of sizes and textures • A range of stationery – scissors, glue, pencils, pens, coloured pencils, felt pens for poster work, rulers, brass butterfly clips, Blu tack or modeling clay, etc. • Crafting materials – art straws of different thickness, lollipop sticks, kebab style sticks, Sellotape, string, pipe cleaners, tin foil, tissue paper, etc. Plenary After the presentations, provide teams with feedback/constructive criticism and congratulate them on their endeavors – make sure what you say is encouraging and celebrates the teams’ successes. Schools can decide to make this challenge competitive and award prizes for the best Wild Creations. 12
After the day Achieving a CREST Discovery Award If your students are aiming for a CREST Discovery Award, you will have been following the Teacher Guidance notes in Appendix B (pages 15–16), using the assessment criteria to observe their progress throughout the project. So what should you do next? If you are unsure whether an individual student should receive a CREST Discovery Award, review their CREST Discovery Passport and consider whether they have met the assessment criteria (it is not intended that teachers review all CREST Discovery Passports after the event). Register your students' names on the www.crestawards.org website or via your local coordinator, in order to arrange certificates. If you have enjoyed the day: • Make your CREST Discovery day an annual event • Encourage your STEM colleagues and students to engage in CREST Bronze projects. To get some free ideas on how to get started, see www.crestawards.org • Your students can become free members of the CREST Alumni Network or join our Youth Panel. They can register at www.crestawards.org/youth-panel to receive a regular newsletter with information about CREST and other STEM competitions, events and opportunities across the UK 13