Typically completed by 10-14 year olds, students work collaboratively on a five hour project or challenge in self-managed groups. During the project, they use a CREST Discovery passport to record and reflect on their work. Afterwards, students communicate their findings as a group presentation.
Each pack provides teaching guides, kit lists, example timetables and suggested starter activities to help you run your day. Find out more about CREST Discovery Awards.
There are more CREST approved resources that have been developed by our partners and providers specific to your region.
Step-by-step guide 5. Slide 7: Split into teams of 5–7. Each team member should have a specific role to play (as described in the student pack). ○ ○ ○ ○ ○ ○ Project Manager x1 Communications Manager x1 Marketing Lead x1 Research Manager x1 Engineer (1 or 2 depending on team size) Design Lead (1 or 2 depending on team size) Starter activity: Industry in Wales – timeline challenge (30 mins) 1. Slide 8: Get students (in their teams) to complete the Industry in Wales – timeline challenge in the student pack, used here as a case study. In this activity, students place cards detailing key events on a timeline in order to discover how Welsh industry has changed over the last 200 years. 2. Slides 9-10: Reveal and discuss the answers. Facilitate a whole-group discussion on the timeline, noting one or two key points from each era, specifically focusing on the changes from heavy industry to IT and environmental research. What was surprising? Why? Encourage students to discuss the international agreements on climate change and where these sit within the timeline. Brainstorming (30 mins) 1. Slide 11: Talk about the examples of sustainable products and businesses shown. Students can also refer to the Inspiration pages in the student guide. 2. Slide 12: Go through the RAPID Design Thinking process 3. Teams should follow the first two steps of the RAPID Design Thinking process to identify the problem(s) they hope to solve through their sustainable business, carry out research and start brainstorming ideas for their solution. 4. Towards the end of the allocated time for brainstorming, ask groups to choose one idea that they would like to focus on. 8
Step-by-step guide Research and design (30 mins) Now students need to turn those thoughts and ideas into a real product or service. Their idea might be a totally new invention, or they might choose to look at an existing device and improve it. Using the resources in the Student Guide, teams should start to develop their chosen idea further. 1. Slide 13: Explain how one of the first things to think about when designing a new product or service is who the target audience is. When designers think about their target audience, they develop what is called a ‘persona’. This describes users in personal ways, so a product team can visualise the users as they create a digital product for them. • Who is the target audience? • Is it just one type of person that can use it? 2. Slides 14-15: Go through the Life cycle analysis and Sustainability analysis slides. 3. Students can use the Idea development, Life cycle analysis and Sustainability analysis pages in the Student Guide to help guide their research and develop their idea. Prototype, test, improve (2 hours) 1. Teams should now start to think critically about their idea. Remind students about the ‘prototype’ and ‘iterate’ steps in the RAPID design thinking process. Your first idea is never the final design for a product or service. Remind students about the importance of testing and getting feedback from the target audience. 2. Students should also use this time to create a prototype and test it out. If the business idea is a service, students should still create something which they can get feedback on, such as drawings, an app mock-up, descriptions, a mood board, etc. 3. Teams should then create a survey and get feedback on their idea. 4. Students should use the results of their testing to improve their idea. 5. Students should prepare their presentation. They might like to make a poster or a PowerPoint and include images and diagrams. Encourage them to think about who will do the explaining during their presentation. Encourage each student to present and discuss what their role in the project was. 9
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